Roles and responsibilities

The governing board

The governing board will monitor the effectiveness of this policy and hold the ExecutivePrincipal and Head of School to account for its implementation.

The governing board will also ensure that:

• A robust framework is in place for setting curriculum priorities and aspirational targets
• The school is complying with its funding agreement and teaching a "broad and balanced curriculum" which includes English, maths, and science, and enough teaching time is provided for pupils to cover the requirements of the funding agreement
• Proper provision is made for pupils with different abilities and needs, including children with special educational needs (SEN)
• All courses provided for pupils below the age of 19 that lead to qualifications, such as GCSEs and A-levels, are approved by the secretary of state
• The school implements the relevant statutory assessment arrangements
• It participates actively in decision-making about the breadth and balance of the curriculum
• Pupils from year 8 onwards are provided with independent, impartial careers guidance, and that this is appropriately resourced

Executive Principal and Head of School

The Executive Principal and Head of School are responsible for ensuring that this policy is adhered to, and that:

• All required elements of the curriculum, and those subjects which the school chooses to offer, have aims and objectives which reflect the aims of the     school and indicate how the needs of individual pupils will be met
• The amount of time provided for teaching the required elements of the curriculum is adequate and is reviewed by the governing board
• Where appropriate, the individual needs of some pupils are met by permanent or temporary disapplication from all or part of the National Curriculum
• They manage requests to withdraw children from curriculum subjects, where appropriate
• The school’s procedures for assessment meet all legal requirements
• The governing board is fully involved in decision-making processes that relate to the breadth and balance of the curriculum
• The governing board is advised on whole-school targets in order to make informed decisions
• Proper provision is in place for pupils with different abilities and needs, including children with SE

Other staff will ensure that the school curriculum is implemented in accordance with this policy.

Roles and responsibilities, including processes for curriculum review

a) Leadership Team

• A programme of classroom observation by the Leadership Team
• Student interviews at specified moments throughout the year.
• Regular ‘work reviews of students’ work.
• Annual surveys of parent and student views on the Academy.
• Curriculum Area Department Profiles to be carried out by the Leadership Team.
• Create opportunities to share identified good practice (staff meetings, INSET days, twilight sessions).
• Ensure that there is access to resources for parents to support their child’s learning, and that information about the curriculum is shared with parents on a regular basis

b) Subject Leaders

• Carry out a curriculum area self-evaluation using the standard SEF pro-forma.
• Ensure that review of curriculum plans takes into account students’ views.
• Have full awareness and up-to-date knowledge of curriculum developments, changes and opportunities in their subject area
• Articulate ‘unique selling points’ of curriculum plans and what makes learning their subjects special at Bishop Young Academy.

c) Subject Leaders

• Base the content of lessons on agreed curriculum plans.
• Reflect on the content and effectiveness of their lessons on a regular basis.
• Plan engaging and inspiring lessons that generate curiosity amongst the students.
• Provide the opportunity for students to reflect upon curriculum plans.
• Ensure that criteria for key assessment tasks are shared with students.

d) Students

• Assist in the development of the curriculum through questionnaires, the student council and interviews with different student groups.

e) Parents

• Complete questionnaires.
• Form an active partnership with the Academy in promoting their child’s learning.
• Where appropriate, attend twilight courses run by the Academy designed to assist parents in supporting their child’s learning, for example, ‘Moving On Evenings.'

‍

Organisation and Planning

The Bishop Young curriculum is broadly based on the national curriculum, with subject areas taking the following sources into consideration when constructing their Key Stage 3 long and medium-term plans:

• For core teachers, the English and Mathematics primary curriculum
• The 2014 programmes of study from the DfE
• Skills, content and assessment styles included in the legacy and new GCSE specifications

By adopting this approach, the Key Stage will not exist in isolation, but instead, a continuum of learning will be created from Key Stage 2 through to the end ofKey Stage 4.

All students complete Key Stage 3 by the end of Year 8. Strategic and timely interventions are provided to ensure that no student is left behind and appropriate provision is made to maximise students’ progress, whatever their starting point. These first two years provide the foundation for an earlier start to GCSE courses. This accelerated approach is designed to remove the obstacles that can hold back the most able and is also a motivating force for all students who will benefit from the faster pace of learning.

In year 9, students experience a hybrid year where they get the opportunity to choose 6options to study before deciding on the 3 options they would like to study atGCSE.

The EBacc

A broad range of GCSE subjects are offered to students, with EBacc options featuring strongly: Computer Science, Geography, History, Spanish, as well as the opportunity to sit GCSEs in heritage languages. The EBacc is a compulsory element of our curriculum for most students, as we advise our students to study these facilitating subjects with a view to future study at top universities

a) Depth

Key Stage 4 runs from Year 9 to Year 11. Students have two lessons per week per option.

Where students are behind in core subjects, additionalMathematics and English lessons are provided by specialised intervention teachers as well as classroom teachers, during and after-school hours to ensure they have the best possible opportunity to reach grade 5s at GCSE level.

Further depth in students’ learning is achieved through our strong commitment to independent learning as a means of continuing progress outside the classroom as well as suggested reading lists to improve background knowledge. The planner is used to effectively communicate homework to parents so that parents can support their child in further developing their knowledge and skill base.

b) Breadth

In Key Stage 3, students are able to experience a wide range of subjects, which allows them to make sound option choices. In Key Stage 4, students have three options across a variety of subjects, including technology, the arts, and a choice of computing qualifications, thus ensuring that a balanced variety of subjects to suit all learners is maintained. In order to ensure students are able to achieve the Ebacc, students are encouraged to choose one option from Geography, History, MFL or Computer Science. From

c) Skills and qualifications for life

It is vital for their life chances that students do well inEnglish and Mathematics. There is a strong focus on the core in Bishop Young’s curriculum, as reflected in the allocation of time to core subjects in both Key Stages 3 and 4. It is our pledge to parents to do everything in our power to ensure that students achieve minimum good passes in these qualifications.

All courses we run are recognised and valued by colleges, universities and employers, and lead on to either further study or employment.Great importance is attached to the core, including digital literacy, as these qualifications are central to students’ progression in life.

As part of our timetabled curriculum, Enrichment lessons are given two lessons in Years 9 to 11. In Year 9 and 10 students study theArchbishop Young Leaders Award and in Year 11 they move on to study a variety of personalised courses.

Quality of experience

Students learn best not only when they feel they can achieve, but also when they feel motivated and excited by their learning. Every subject offered at all levels offers opportunities outside of the classroom, from lunchtime clubs to excursions to America!

The curriculum is innovative and enhanced throughout by technology

Bishop Young seeks to make the most of the ever-increasing array of software and applications available to enhance the curriculum. The increasingly diverse functionality of interactive whiteboards and Apple TV, including the use of a range of media, help to capture students’ imagination and retain their interest and motivation during lessons. Technology plays an increasingly significant role in on-going parental engagement.

Instilling high aspirations from the outset

At Bishop Young, our aim is that students have the information to make informed lifestyle choices from the earliest possible stage. They will therefore be asked frequently about their aspirations and potential career paths from Year 7 onwards. Information will be provided in bespoke lessons for example, during PSE lessons, and links to careers and future learning will be planned into schemes of learning in all subjects and at all stages. Students are interviewed intermittently with discussions linking back to their aspirational targets to ensure not only that students are setting the right goals for themselves, but also that they have a realistic grasp of the grades required to achieve them. Regular visits from university graduates and lecturers, in particular from the most local HEIs, take place to support a range of careers-related activities from Key Stage 4 upwards. There is Independent Advice and Guidance (IAG) provided at school for students and parents.

The ‘extended’ curriculum

At Bishop Young, we view enrichment as a central part of the curriculum, where learning is enhanced and complements the main curriculum. The enrichment offer, and students’ engagement with the programme, is a unique feature of the Academy, and the variety of the offer allows every student to find or develop an interest, hobby or skill that they are passionate about.

A commitment to experiential learning

Bishop Young is developing partnerships with a number of high profile organisations, including Duke of Edinburgh, the Cadets, AheadPartnerships, the Rotary Club and numerous Universities. There will be frequent opportunities for students to visit a wide range of organisations and undertake projects, which enrich and extend their learning.

Our approach to Independent Learning

Independent Learning is an essential part of students’ education at Bishop Young. In order to become lifelong learners, students must learn not only to study when supervised in the classroom, but also independently, as they would have to do at university. Students who do not have a home environment conducive to longer periods of study are able to take advantage of the Academy’s homework club to complete their work. Teachers carefully plan and set tasks that not only consolidate learning from previous lessons, but also contain new challenges so that students continue to progress beyond the classroom. Independent Learning, therefore, must be an integral part of medium and short-term planning, and this is reflected in all curriculum plans. A variety of tasks is set, including extended writing, in-depth reading, research tasks and online activities in order to awaken students’ curiosity and motivate them to complete tasks to the best of their ability. All curriculum areas are supported by having the latest resources at their disposal and receive training on managing the marking load generated through peer assessment, self-assessment, self-marking online tests, and effective time management.

Independent Learning. Students can typically expect in each Key Stage:

Key Stage 3: 30-60 minutes per subject per week

Key Stage 4: 60-90 minutes per subject per week (with the exception of PE and PSHCE)

Key Stage 5: 5 hours per subject per week minimum.

‍