Curriculum

Outcomes Focused, Child Centred
Northern Education Trust

Curriculum

Outcomes Focused, Child Centred
Northern Education Trust

Curriculum

We firmly believe that all children, irrespective of their starting point, are entitled to a broad and balanced curriculum. To that end, we are delighted to offer an innovative and knowledge-rich curriculum, which enables any student within Northern Education Trust to fulfil their potential and develop the all-important skills and qualities, which will serve them well in later life. The curriculum is designed to give all students the opportunity to develop as enquiring individuals who feel valued and respected, so that they, in turn, learn to value those around them.

Overview Statement

This policy sets out the academy’s aims, principles and procedures for the delivery of the curriculum at Northern Education Trust – The Blyth Academy. It reflects the values and philosophy of Northern Education Trust (NET) and it gives a framework for staff, both teaching and non-teaching, to provide engaging learning opportunities for all of our learners. This policy is intended to be used in conjunction with the programmes of study for each subject area which detail the learning experience for students in each year group. The curriculum in each Northern Education Trust Academy is an extended curriculum which is personalised for each learner to meet his/her needs. Flexibility in the curriculum allows for adaptations to be made that are responsive to the needs of both individuals and groups of students as they progress through our Academy.

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Principles

Northern Education Trust seeks to support our students by offering a curriculum that is broad and balanced and appropriate to the students’ ages, abilities and aptitudes. Northern Education Trust values its freedom to make decisions relating to the curriculum, utilising the National Curriculum, the professionalism of its staff and educational best practice to inform appropriate decisions. Our curriculum includes various enrichment activities that are organised in order to enrich our students’ experiences as well as the ‘hidden curriculum’ – what the students learn from the way they are treated and expected to behave.

Our curriculum is all the planned activities that we organise in order to promote learning and that enable personal growth and development. We want our students to grow into positive, responsible people, who can work and co-operate with others while at the same time develop their knowledge and skills in order to achieve their true potential. Accordingly, Northern Education Trust – The Blyth Academy provides an educational environment which is caring, friendly, well-structured, positive and academically challenging for each individual student.

What we value

Below are the features of our students that we value significantly, upon which we have based our curriculum. These are not in any order of importance as we value all of these features equally.

  • We value our students’ uniqueness. We listen to the views of individual students and we promote respect for other cultures and religions.
  • We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
  • We value the importance of each person in our community and we organise our curriculum to promote inclusion, co-operation and understanding among all members of our community.
  • We value the rights enjoyed by each person in our society. We respect each student in our school for who they are and we treat them with fairness and honesty. We want to enable each person to be successful, and we provide equal opportunities for all our students.
  • We value the individual needs of all of our students and we will strive to meet them.
  • We value our students’ environment. We want to teach our students, through our curriculum, how we should take care of the world, not only for ourselves but also for future generations.

Our aims are that:

  • All students have access to a broad, balanced and coherent curriculum that supports learning
  • A strong core curriculum ensures that basic skills are embedded so that students are able to access the wider curriculum
  • An extended curriculum ensures all students have access to catch-up, extension and enrichment
  • The curriculum is personalised and inclusive and meets the needs of individual students at every Key Stage
Focusing on English and Maths

English and Maths are at the heart of success in learning. We place great emphasis on these subject areas and provide additional support to students when they need it. This includes encouraging reading and numeracy skills. We want students to be enthusiastic readers as a springboard to achievement in the curriculum but also as a source of pleasure.

STEPs – Student Tracking of Effort and Progress

The STEPs process is the regular recoding of students progress and effort throughout the timeframe and summative assessment. At the end of each STEP, we use our STEP system to inform you about your child’s progress. The teachers will use this information to track and monitor each student’s progress, identify areas for development and tailor the lessons to meet individual needs. Each year you will receive up to six reports per year. This frequency of reporting enables us to improve the quality and impact of our intervention with students.

Collaborative Learning

Collaboration in the classroom has the potential to elevate the learning of students past the superficial and into the deeper learning that remains for a lifetime. It is all about engagement. By adopting a collaborative learning approach in lessons students at The Blyth Academy are able to demonstrate high levels of engagement. This method of teaching develops pupils’ social skills; interaction with other pupils, turn taking, listening to the views of others and the ability to share information.

SEN

Northern Education Trust – The Blyth Academy aims to provide an inclusive education ensuring that we meet all students’ individual needs and that educational provision is tailored to help students overcome their barriers to learning.

Support through intervention

Students’ progress is rigorously monitored and a programme of intervention lessons for each year group is designed by the Academy Leadership Team and the appropriate Learning Manager. Subject leaders and teachers commit to delivering support through these intervention lessons in order to ensure that all students make progress towards, and even beyond, their subject targets.

Structure

During Years 7 and 8, students will study a broad and balanced curriculum which includes English, Maths and Science. Students will also study a range of expressive arts subjects, geography, history, religious education through the Life programme, computer science, reading/literacy, technology subjects, a modern foreign language and physical education. We believe that this broad and balanced curriculum allows students to fully develop their literacy and numeracy skills as well as developing their inquiring and creative minds.

Subject Lessons Time in Hours
English 4 4hr
Maths 4 4hr
Science 4 4hr
History 2 2hr
Geography 2 2hr
Art, Design and Technology  2 2hr
PE 2 2hr
Life 1 1hr
MFL and/or accelerated reader 2 2hr
Music 1 1hr
Total 25

Students will start studying GCSE or equivalent courses in Year 9. These will include English Language, English Literature, mathematics, science (which includes physics, chemistry and biology). Students will also study physical education and the Life programme (Non-
examination).

During Years 9 to 11, students will also study a variety of Guided Pathway subjects. In December 2010, the Government introduced the English Baccalaureate or EBacc for short. This is not a qualification in its own right but a suite of qualifications that are gathered together under the same umbrella. At Northern Education Trust, we fully support the entitlement that students are able to study this group of qualifications. To achieve the full EBacc students must achieve a GCSE grade 5 or higher in one English, mathematics, two sciences, geography or history and a modern foreign language. These subjects in addition to English, maths and science will be studied over three years and examined at the end of Year 11.

To allow students to spread the examination load across, and help them achieve a balance in their studies, up to two non-EBacc subjects can be studied and taken at the end of Year 10. This early entry option also helps students prepare for the further examinations that they will take at the end of Year 11 and can often be a real turning point in a student’s education. Our highly flexible Year 9, 10 and 11 curriculum allows us to create personalised guided pathways for our students.

Year 9
Subject Lessons Time in Hours
English 5 5hr
Maths 4 4hr
Science 4 4hr
PE 2 2hr
LIFE 1 1hr
Guide Pathway Subjects – 3 lessons (3 hrs)
History Art Performing Arts (Dance)
Geography Catering Health & Social Care
Design and Technology Computer Science NFER ICT
GCSE PE Resistant Materials
Year 10
Subject Lessons Time in Hours
English 5 5hr
Maths 4 4hr
Science 4 4hr
PE 1 1hr
LIFE 1 1hr
Guide Pathway Subjects – 2 or 4 lessons (2/4 hrs)
History Music Art
Geography Catering Health & Social Care
Design and Technology Computer Science Child Development
Sport Business Studies Dance
Performing Arts French
Year 11
Subject Lessons Time in Hours
English 5 5hr
Maths 5 5hr
Science 6 6hr
PE 1 1hr
Guide Pathway Subjects – 3 lessons (2/3 hrs)
History Art GCSE PE
Performing Arts Catering Health & Social Care
French Computer Science Child Development

This, along with the permanent, supernumerary subject specialist directors of English, maths, science, humanities, modern foreign languages, computer science and the arts, who work across all the academies within the Northern Education Trust (NET), are key to helping teachers add the maximum value that we can to a child’s education.

Alongside these important subject specialists, we also deploy specialists in Special Educational Needs and Disabilities and Attendance: regular attendance is critical to a child’s success.

Throughout Y10 and Y11 there will also be further opportunities to have additional time allocated for GSCE English and/or mathematics. We do this in the full knowledge that further and higher education, as well as many employment opportunities, require students to have attained at least a strong pass which is considered to be a GCSE grade 5 or higher in English Language or Literature and maths.

Sharing Good Practice and Expertise

Subject expertise, staffing, planning, and resources are shared across all academies within Northern Education Trust. We use common assessments and examination boards that then allows for moderation and quality assurance to take place within each individual academy and across our family schools.

Sixth Form

For information on our Sixth Form, please click here.

Further Information

If you require any further information on the curriculum The Blyth Academy follows please contact Mr Alex Burdon on 01670 798100.

The Blyth Academy is a member of the Northern Education Trust.
We constantly focus on standards as we understand outcomes are paramount. Our decision making is driven entirely by what is best for children. By doing this we enhance the life chances of the children and young people in our care.