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Curriculum

Statement August 2019

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HAJC6 Curriculum Statement

Academy Context

Hinckley Academy and John Cleveland 6th Form Centre is an 11-18 academy with a catchment

ranging from urban to semi-rural surrounding areas. There are approximately 1275 students

on roll, of which approximately 370 are in the 6th form. Students are accepted into the 6th

form from a number of local 11-16 schools. The demographics of the academy has changed

significantly since the reorganisation in September 2015. Therefore, the curriculum is

designed to raise aspirations and encourage social mobility so that students are equipped to

compete in the wider job market.

The approximate percentage of PP students in main school is 25%; SEND students is 15% and

EAL students is 5%. There are 2 pLAC students in Y7 and 2 in Y8 and 1 LAC student in each of

Y9, Y10 and Y11.

KS3 -4

KS2 APS on entry for Y11 is 28.13 (national is 29.0)

For Years 7- 10 the average scaled scores for reading; GPVS and Mathematics are as follows:

• Y10 – Reading 101.49; GPVS 102.62; Mathematics 101.70

• Y9 – Reading 102.74; GPVS 104.73; Mathematics 102.29

• Y8 – Reading 104.35; GPVS 105.67; Mathematics 103.41

• Y7 – Reading 102.88; GPVS 104.49; Mathematics 100.37

In Year 11 (2018 -19) the average KS2 APS on entry was 28.56. The context of the Year 11

cohort of 178 students, who joined HAJC6 as year 8 students, was as follows.

PP – 18% (32 students)

SEND 13% (13 students of which 1 student had an EHCP)

EAL 6% (10 students)

CLA 1% (2 students)

HPA 37% (63 students)

MPA 48% (82 students)

LPA 16% (27 students)

The percentage of students without any KS2 data was 3.4% (6 students)

The academy was put into special measures in May 2018 and had a subsequent monitoring

visit with a more positive outcome in December 2018.

The Year 11 (2019-20) are the first cohort to go through the pathways curriculum and the

Year 10 are the first cohort to have experienced the options tasters.

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KS5

• The average GCSE score for all A Level students nationally is 6.32 (equivalent to 2A

grades and 7B grades),

•

• Average prior achievement score for our current Yr13 is 6.18

• Average prior achievement score for our current Yr12 is 6.08*

*this figure does not include Level 2 pathway students

Results

KS4 Progress 8: -0.5 Attainment 8: 41.78 Progress 8 Disadvantaged: -0.82 Attainment 8 Disadvantaged: 32.95 Entering EBBAC: 9% E+M 5+: 32.95% E+M 4+: 59.09% KS5 Average Points per Entry: 32.11 Average Points per Entry expressed as a grade: Grade C Average Points Score for best 3 A-Levels: 28 Destinations to be added

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Curriculum Principles

The following values underpin all curriculum decisions taken at HAJC6.

Curriculum Principles Explained

• Entitlement – all students at HAJC6 have the right to a high quality educCation.

• Aspiration – all students wanting to better themselves at all times leading to greater

social mobility.

• Mastery – all students should achieve a full understanding of the knowledge specified

in the curriculum each year, and teaching should not move on until this is achieved.

Should result in students knowing more, doing more and remembering more.

• Communication – all students have fluency in their speaking, listening, reading and

writing.

• Personalisation – all students on the correct pathway without limitations to what they

can achieve e.g. literacy catch up, rugby works, achieve club, construction.

• Resilience – all students develop bouncebackability to thrive when they are

experiencing adversity and have the capacity to recover quickly from a setback.

• ‘TRUE’ – all students develop ‘TRUE’ values of Trust, Respect, Unity and Excellence.

• Enrichment – students participate in activities in order to extend their experiences

beyond their main programme of study.

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Curriculum Outcomes

HAJC6 are committed to providing a curriculum with breadth and depth that allows all of our

students to be able to:

Secure development and achievement by…

• Providing opportunities for students to become experts in learning.

• Equipping staff with strategies which develop all students’ effective learning

behaviours.

• Inspiring students to achieve their personal best, and raising standards across the

academy.

• Enabling students to experience success.

• Supporting progress to the next stage of their education and beyond through the use

of accurate assessment.

Be prepared for “life beyond HAJC6” by …

• Challenging, motivating and inspiring students, leading to a lifelong interest in

learning.

• Preparing students for further education and for the world of work.

• Developing students who can articulate themselves with confidence.

Become active global citizens who will make a positive contribution to wider society by …

• Ensuring that students are fully prepared for life in modern Britain.

• Promoting TRUE values.

• Providing high quality extra-curricular experiences through the KS3 Promise, HAJC6

Challenge and Enrichment programme.

A global citizen is a person who is aware of and understands the wider world - and their place

in it.

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Curriculum overview

“Learning is defined as an alteration in long term memory – if nothing has altered in long term memory, nothing has been learned” – hence progress has not been made. - Cognitive Load Theory – Sweller, Ayres and Kalyuga

Year 7 Character and

Communication

Year 8 Literacy and Numeracy

Year 9 STEM and Wider Curriculum

Careers

Y10 and Y11 Y10 - Synthesis and Application

Y11 - Intervention and Aspiration

Sixth Form Y12 – VESPA

Y13 – Securing the next step

The EDGE curriculum embodies communication and literacy at the centre of all learning. Interventions are focused on ensuring that all students are enabled to access the broad curriculum. Learning habits and character development are an integral part of the EDGE to creating the foundations for a 7 year journey.

The curriculum begins to develop the mastery of subject knowledge. Students develop strategies to enable them retain and apply their knowledge and learning whilst continuing with their literacy and numeracy development and character development through the KS3 Promise (Y7 and Y8). This is to ensure a smooth transition from KS3 into KS4.

Students are introduced the wider KS4 curriculum through the “try before you buy” options taster model where students study between 6 – 8 KS4 option subjects. In the option subjects’ students begin to develop the GCSE skills required for each subject whilst beginning to study the GCSE content and skills for English Maths and Science. A sustained focus on reading is maintained.

To ensure students have a personalised curriculum without limiting their accessibility to the wider curriculum students follow the ‘pathways’ model. Each student’s curriculum experience sits within one of the three pathways: Exceeding Succeeding Personalised Coupled with careers guidance the curriculum is designed to ensure appropriate transition into KS5.

6th form programmes enable students to focus on subjects of importance to their interests and future plans, at L2 and L3. The VESPA programme gives students a framework for a successful transition to higher level study, while PDP and tutorial support encourages students to explore a range of future options in Y12 so that they can focus on academic progress and successful transition onwards through Y13.

Enrichment

Route to Resilience

Cultural Capital

PSHE and SMSC and British Values

Careers Education

Accelerated Reader (Y7, Y8 and Y9) Literacy and Numeracy

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Curriculum 11-18 Synopsis 2019- 20

Year 7

Academic

Year 7 students will study a broad curriculum meeting all National Curriculum requirements.

Humanities and Design subjects are taught as part of a rotation to allow for greater depth.

The EDGE curriculum seeks to reduce the number of teachers students will work with in order

to allow learning relationships to develop. Across all lessons in The EDGE curriculum there is

a clear focus on fluent literacy, numeracy and communication skills. We aim to promptly

identify and support students who start HAJC6 without a secure grasp of reading, writing and

mathematics so that they can access the full curriculum. Additional interventions are

timetabled for students who are not yet reaching age related expectations to enable rapid

catch up so that they are fully equipped to access lessons. The EDGE curriculum lays the

foundation for a 7-year journey.

Pastoral

Focus – Character and Communication. The tutors for Y7 will be from a wide range of

curriculum areas to develop a consistent, firm yet nurturing environment. The Edge will be

complemented with creative character building initiatives.

The KS3 Promise will aim to ensure students access activities to broaden their experiences

within and beyond academy life under the broad themes of EXPLORE DREAM GROW

EXCEED.

Year 8

Academic

Students continue with the National Curriculum model which places appropriate emphasis on

the development of core skills in English, Mathematics, Science, Languages and ICT. These

will be applied to a wide range of other key subjects in order to maximise opportunities for

successful GCSE performance in both core and option areas. The curriculum is supplemented

with Personal and Social Education programme that addresses a range of personal, social and

health-related issues and careers education in an engaging and often unique fashion. At the

end of Y8 students select between 6 -8 GCSE option choices to study in Y9 alongside the core

curriculum.

Pastoral

Focus – Literacy and Numeracy. The Tutors for Y8 will facilitate the focus on literacy and

numeracy for intervention.

The KS3 Promise will aim to ensure students access activities to broaden their experiences

within and beyond academy life under the broad themes of EXPLORE DREAM GROW

EXCEED.

Transition: KS3 - 4

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Year 9

Academic

In Y9 students follow the ‘options taster’ choices which allow students to make more

informed decisions about option choices in Y10, through experiencing a nominated breadth

of KS4 subjects first hand. Alongside the core curriculum of English, Maths, Science, Core PE

and PSE, students’ study between 6 -8 option subjects, including those that are only studied

at KS4, before students narrow down and make final selections based on experiences and

advice for Year 10.

Students “try before they buy” for option subjects in an effort to get better prepared students

in classrooms with an enhanced capability to achieve through the early course

introduction/exposure in Year 9. In addition, students also start their GCSE courses in English,

Maths and Science. At the end of Y9 students narrow down their option choices from

between 6-8 to 3 -4 option subjects.

Pastoral

Focus – STEM and Wider Curriculum Careers. The Tutors for Y9 are well placed to introduce

/ encourage practical and creative subjects alongside a focus on STEM.

Year10 and Year 11

Academic

Students follow the pathways model. There are three pathways designed to suit the needs

of the individual student.

Exceeding: Aimed at More and Most Able students and students that regularly ‘exceed’ or

work above expectations of the ‘average’ level for students in their cohort. These students

study the English Baccalaureate route which involves English, Maths, Science, a Modern

Foreign Language and either Geography or History alongside their option subjects.

Succeeding: Aimed at the mainstream students that consistently perform within the expected

levels for their cohort and are capable of achieving 8 GCSE’s. Students on this pathway can

also study for the English Baccalaureate qualification.

Personalised: Students on this pathway, study one less option subject, the rationale behind

this is to enable them to achieve better on a reduced number of subjects whilst enhancing

their literacy and numeracy skills. This will only apply to a very small number of students.

Year 10 Pastoral

Focus – Synthesis and Application. The tutors are predominantly Humanities staff who will

focus on GCSE revision support and techniques. Additional support will be provided for

underachieving More and Most Able students.

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Year 11 Pastoral

Focus – Intervention and Aspiration. The tutors are Heads of Core and EBacc subjects to be

able to facilitate bespoke and timely intervention strategies as well as ensuring students

receive appropriate guidance and advice for the next stage of their education.

Transition: KS4 - 5

Sixth Form

Academic

Students study a L3 core of 3 A level and / or BTEC subjects, with individualised programmes

of study allowing them to add, for example, a 4th subject, EPQ, volunteering, work

experience or additional study support.

L2 students build a pathway from a range of GCSE and L2 tech qualifications, with AOPE

providing structure to their future planning.

The VESPA programme is introduced and developed through the PDP programme and

registration, giving students a clear framework for transition and success and providing a clear

bridge between the academic and pastoral programmes.

Pastoral

PDP focuses include: VESPA and the A Level Mindset, future planning, personal health and well-

being and being a positive citizen.

Tutors monitor academic progress and future planning and provide and support interventions

in both areas.

Transition: KS5 – Higher Education, Training or Employment,

Enrichment

At primary schools many students recall ‘experiences’ as their best part of being at school. To

build on these experiences and in order to respond to student and parent voice, we have

introduced enrichment sessions in September 2018, where students take part in non-

academic extra-curricular type activities.

Enrichment Rationale:

• To provide experiences that will create opportunities for personal development.

• To put the fun back into school, the idea being that it will encourage students to

increase their attendance as enrichment increases their enjoyment of school.

• Improve staff/student relationships across year groups.

• Improve behaviour in school as poor behaviour = missed enrichment session.

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Enrichment 2019/20 (lead Matt Stock)

As a result of student and staff voice outcomes, as well as research into the new Ofsted

framework linked to personal development the following enhancements are in place for

enrichment for 2019/20. To ensure we are truly enriching HAJC6 students through the

curriculum the following success criteria focusing on three different elements of wellbeing;

social, mental and physical have been implemented. Each enrichment option offered has a

direct link to the three elements of wellbeing. Students select one activity from each heading

to experience across the rotations. Enrichment options are activities students do not already

undertake during the academy day and each enrichment activity has a clear outcome that

students can visualise. Students will be split into three categories for enrichment: Yr7-10, Yr11

and sixth from. Consequently, the options will look different for each group.

Y7- Y10 will focus on the extra-curricular type activities

Y11 will focus on Growth Mindset. Students will focus on developing a GCSE Mindset.

Students will follow a programme of activities, resources and strategies looking at five non-

cognitive characteristics; Vision, Effort, Systems, Practice and Attitude. The skills learnt will

help students break through barriers, better manage their workload and ultimately release

their full potential – both in the classroom and beyond.

Sixth Form will focus on adding value to study programmes, with options enabling students

to undertake activities that could enhance their personal development or enhance future

applications; they include future planning, skills development, well-being and creative

opportunities and options are reviewed regularly with students.

There will be 3 x 6 fortnightly enrichment cycles which will take place on alternate Wednesday

afternoons. It is hoped that by participating in such activities students are exposed to

activities and interest that they may not normally have access to in a form al curriculum.

Hinckley Challenge (lead Graeme Price)

The Hinckley Challenge aims to encourage all students to try a range of activities and experiences from

a young age in order to build resilience, widen horizons, raise aspirations, prepare them for the future

and encourage a sense of curiosity and adventure. The overall challenge involves a series of 40

activities, ranging in difficulty and aimed at Y7 to Y9/10, categorised under broad headings of

o Self-Development and Aspiration

o Wellbeing and Active

o Culture and Community

Students can achieve Bronze, Silver, Gold and Diamond awards, linked to the number of the challenges

met (10 for Bronze, 20 for Silver, 30 for Gold and 40 for Diamond). Students should aim to complete

at least Bronze in Y7, Silver in Y8, Gold in Y9 and Diamond in Y9/10.

Evidence will be needed to show that they have carried out the challenge/activity. This can be in the

form of an electronic evidence folder and/or portfolio/scrapbook, with photographs and other

evidence. Some challenges can be met through the KS3 ‘HAJC Promise’ and/or by choosing

appropriate enrichment activities within the core curriculum, whereas other challenges will need to

be extra-curricular or out of school. Our activity days in July will also offer opportunities to meet some

of the challenges, where challenges involve out-of-school activities.

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Awards will be presented in the form of a signed certificate and an enamel ‘Hinckley Challenge’ pin

badge.

Route to Resilience (lead Vicky Bull)

A project funded by Leicestershire County council, designed to develop the character of

students. Details to be added once the programme starts.

Cultural Capital

“The essential knowledge that students need to be educated citizens, introducing them to the

best that has been thought and said, helping to engender an appreciation of human creativity

and achievement.”

We will aim to develop a culture where staff and students are “the best at….”

PSHE (lead Ellie Bloodworth)

PSHE (Personal, Social, Health and Economic Education) follows three main themes set out by

Government statutory guidelines; ‘Living in the wider world’, ‘Relationships’ and ‘Health and

Well-being’. Years 7 – 11 follow a spiral curriculum that allows students to discuss key issues/

messages that will help them develop in to successful and happy active global citizens. The

lessons are focused around ‘talking points’ where form tutors will facilitate a discussion using

the ‘challenge, build, add’ framework. Students’ document their ideas using the HAJC6 PSHE

Reflective journal where key messages are written. PSHE lessons link with assemblies and

national awareness weeks; some Enrichment projects as well as workshops from external

visitors.

SMSC and British Values (lead Rachel Marshall / Ellie Bloodworth)

The personal development of our students – spiritually, morally, socially and culturally (SMSC)

– plays a significant role in their ability to learn, achieve and grow as well-rounded individuals.

We therefore aim to provide an education that provides students with opportunities to

explore and develop:

• their own values and beliefs

• their own high standards of personal behaviour

• a positive, caring attitude towards other people

• an understanding of their own social and cultural traditions and the social and cultural

traditions of others

• an understanding of British Values and how they are expressed in school, the local

community and the nation

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This is done through the PSHE programme, assemblies, EP (RE) lessons, extra-curricular activities, enrichment, community service and the curriculum as a whole.

Careers (lead Rachel Marshall)

HAJC6 is committed to raising the aspirations and developing the life chances of all students at Hinckley Academy and we aim to encourage and inspire students through a comprehensive spiral programme of CEIAG. In supporting students to become active global citizens’ they are encouraged to explore the wider world by exposing them to wide-ranging options in the world of work and study opportunities.

All students will participate in a range of activities including national careers shows at the NEC, university visits, CV and personal statement workshops, GCSE and post-16 options advice, careers lessons in PSHE, support with making applications, careers fairs, mock interviews with local business people, work experience, career-focussed workshops, STEM and subject specific activities, assemblies and talks. These activities will enable students to identify their strengths, weaknesses, interests and talents and to develop their employability skills.

The Academy has a qualified Careers Advisor to provide one-to-one impartial careers advice and to lead small group sessions. HAJC6 works with our LLEP (Leicestershire Learning and Enterprise Partners) to engage students in activities ad projects that broaden their horizons. There is valuable information on our school website for students, parents and employers as well as links to other sources of information and resources such as Fast Tomato and iCould.

Assessment (lead Adam Barnacle KS3 - 4)

Assessment

Assessment in Year 7 and 8 is focused on accurately identifying a student’s individual

strengths and weaknesses against age related matrices to create ‘attribute profiles’ for each

child.

These will enable students to make informed decisions as to which tasters they opt for,

matching their skill strengths to a subject’s specific needs which complement their attribute

profile. An example of an ‘attribute profile’ is shown below, 4 equals above, 3 at age, 2 below

and 1 significantly below age expectation.

Skill/ attribute/knowledge Above age expectation At age expectation Below age expectation Significantly below age expectation

Reading for comprehension and meaning

Can appreciate and comment on a wide range of texts and

evaluate how authors achieve their effects. Can explore the

impact of social, cultural or historical traditions on a text.

Can understand the meanings presented in a range of texts,

such as novels plays, poems, and non-fiction articles. Can

form personal and critical responses to texts. Can relate

texts to their social, cultural and historical traditions.

Can read and understand the main ideas in a range of texts.

Can give a personal response to texts and refer to some

aspects of language. Can understand how texts reflect the

time and culture in which they were written.

Can read some range of texts, such as novels, plays and

newspaper articles and usually understand the main points.

Can form independent opinions of a text. Can understand

how texts reflect the time in which they were written.

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Assessment in Years 9 to 11 is undertaken through bespoke department grade calculators

designed by each HOD with the shared features that they all mirror final assessment

weightings including coursework, practical and exam breakdowns with grade boundaries

from August 2019. Each HOD has specified all summative and formative assessments and how

what happens in the classroom can be used to generate valid accurate data for each student

across all sets/groups.

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KS5

Assessment in 6th form measure progress towards ALPS generated MEG grades, with HoDs

agreeing the tasks and tests that will be used to provide robust data for reporting on students’

current progress at each AP. Effort and proactive independent study grades enable students

and tutors to evaluate study skills against VESPA and identify strategies for improvement.

Accelerated Reader (lead Steph Cave)

Accelerated Reader is a reading programme designed to enable students to improve their reading age

and comprehension skills. The programme is overseen by the literacy coordinator and the librarian. A

wide range of teaching and non-teaching staff use the programme to promote reading and to enable

progress. Reading age information from the STAR test is imported to SIMs for all staff to access.

In English, teachers use the programme at the beginning of each lesson and once a fortnight in a

dedicated library lesson. English teachers facilitate the STAR test which generates the reading ages

and ZPD levels for all students. English teachers also facilitate quizzing and book selection with the

assistance of the librarian and monitor the progress of students with the support of the literacy

coordinator.

Reading is a core part of the school day and all year 7 and 8 students read their AR book at the

beginning of each lesson. In addition, year 9 students read their AR book during PM registration.

Frequent reading of a student’s AR books means that they have a good opportunity to improve reading

skills which aids progress in all subjects.

Literacy across the Curriculum (lead Steph Cave)

Literacy is a core part of teaching and learning at HAJC6. Reading is a key focus and Accelerated Reader

is used throughout the school with years 7-9 to improve reading skills. In addition, ‘The Day’, an online

current affairs website, is used with a range of students in lessons and registration to further develop

comprehension skills, add to cultural capital and create awareness of key issues.

There is also a key focus of reducing the vocabulary gap for all students. This year ‘Word of the Week’

focuses on improving the knowledge of root words ensuring our students are word rich and have a

varied and vibrant vocabulary. Additional CPD training for all staff has been delivered and teaching

staff are actively promoting word decoding and both tier 2 and 3 words in lessons.

For year 7 students there is an exciting new curriculum with literacy at the centre. Students have clear

expectations in terms of literacy based on their year 6 skills. The aim is to maintain the level of literacy

developed at primary (Key Stage 2) and add to this with higher literacy expectations. All year 7

students have a dedicated literacy knowledge organiser to support them in classes.

There is also a comprehensive literacy intervention programme for students who require further

support with reading, writing and oracy. The literacy intervention that is offered covers further

development of reading and writing skills using the Fresh Start programme and other support

resources.

Numeracy across the curriculum (lead Rob Rooney)

Hinckley Academy has high expectations in terms of the development of numeric skills across the

curriculum. We therefore aim to ensure that all students can explore, develop and become adept at

the following:

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• Perform basic numeracy skills competently.

• Enjoy activities incorporating numeracy.

• Recognise that numeracy will be used in everyday life.

• Utilise numeracy skills in his/her chosen profession.

There is a wide variety of teaching and learning taking place at Hinckley Academy to ensure that

students are making progress to the next step in numeracy. The numeracy taking place at Hinckley

Academy is as follows:

• The Mentoring Program - Numeracy intervention for identified students in Year 7 through

“catch up.” The KS3 Learning Advisor and sixth form mentors support identified students to

enhance their numeracy competency allowing them to access the maths across the

curriculum. The intervention with sixth form mentors takes place during registration.

Students sit a baseline test at the start and at different assessment points throughout the

academic year to monitor the students’ progress.

• Teaching and Learning at KS3 – Liaison work with feeder primary schools has taken place to

clearly determine the numeracy provision at KS2. Further work will now take place as part of

the EDGE to ensure that there is a linear transition in the development of numeracy through

activities such as ‘Passport Maths’.

• Ninja Numeracy Booklets - Year 7, 8 and 9 use the ninja numeracy booklets during registration focusing on mental arithmetic.