Curriculum

 

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MLPCurriculumStatement

 

The Curriculum: a statement of intent

‘A curriculum should be a feast of learning’

Prof Mick Waters

‘…..not the filling of a pail, but the lighting of a fire’

WB Yeates

The curriculum for each school or college is rooted in the core values of MLP and founded on the principle of knowledge acquisition underpinning the application of skill. Both are explicitly developed, resulting in a curriculum in each institution with breadth, depth and balance.

The curriculum will:

  • Secure achievement in the world’s major branches of learning
  • Ensure learning takes place in meaningful contexts
  • Secure key competencies for learning and life

The purpose of the curriculum is to

  • Meet the needs of every young person in an MLP school, firing curiosity and making learning real, exciting and inspirational
  • Reflect both national requirements and international expectations but be rooted in its own locality and context
  • Raise aspirations and widen horizons,
  • Enable every young person to leave an MLP school or college with the confidence and ability to make a positive impact on the world around them.

Each school or college in Magna Learning Partnership states its specific curriculum intent, which reflects the MLP principles and sets out the knowledge and understanding to be gained at each stage of a curriculum programme. The structures and narrative for the curriculum are clear through implementation and the curriculum impact is assessed through an evaluation of the knowledge and understanding students have gained against expectations.

The curriculum for each school will be fluid and flexible, responsive to student need and informed by the assessment of progress in mastery of knowledge and skill acquisition, as well as the local context. The curriculum will reflect the need for intellectual, artistic, spiritual; emotional, social and physical nourishment, focussing on cognitive demand and developing the whole person. 

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EqualityStatement

 

Equality Statement - Inclusion

At Sarum Academy, we are committed to ensuring equality of opportunity for all pupils, staff, parents and carers irrespective of race, gender, disability, belief, sexual orientation, age or socio-economic background.  We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and ability to participate fully in school life.

We tackle discrimination through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all.

At Sarum Academy, we believe that diversity is a strength which should be respected and celebrated by all those who learn, teach and visit us.

Equality and the curriculum

We provide all our pupils with the opportunity to succeed and to reach the highest level of personal achievement.  We do this by:

  • Providing breadth and balance in the curriculum.
  • Responding to the context of the school and the child and those most vulnerable.
  • Ensuring equality of access for all pupils and preparing them for life in a diverse society.
  • Using materials that reflect the diversity of the school, population and local community without stereotyping.
  • Promoting attitudes and values that challenge any discriminatory behaviour or prejudice.
  • Providing opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures.
  • Utilising teaching approaches appropriate for the whole school population which are inclusive, engaging and stimulating.
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CurriculumStatement2

 Intent – ‘Life in all its fullness’

As a Church of England School our caring Christian Community will encourage pupils to become responsible for themselves and for others, be independent and self-motivated for the common good. At the heart of our commitment is the belief that every person in our School is known and valued by God.

We want pupils to develop a positive attitude to life and learning, with a will to solve problems, the resilience to do so and the ability to work well with others.  We want all our pupils to approach the process of learning with confidence and independence, gaining a broad knowledge of all subject areas and the skills necessary for lifelong learning.

  • Our curriculum will develop a sense of awe and wonder that secures a joy for learning.
  • Our curriculum will be inclusive and support children to do more than they thought possible.
  • Our curriculum will develop children’s talents.
  • Our curriculum will allow children to discover new interests.
  • Our curriculum will open children’s minds.
  • Our curriculum will build resilience.
  • Our curriculum will empower children to make informed decisions.
  • Our curriculum will be delivered by experts.
  • Our curriculum will be broad, balanced and stretching.
  • Our curriculum will be relevant and contextual.
  • Our curriculum will be rich in knowledge and skills, secured through application, developing understanding.
  • Our curriculum will allow children to seek meaning and achieve personal growth.
  • Our curriculum will be progressive so that it logically builds knowledge, skills and understanding by stage.  

 

Impact – ‘Well rounded Individuals’

By the time they leave Sarum Academy our pupils will be able to read, write, speak and listen effectively.  Pupils will be able to ask questions confidently with an enquiring mind and solve mathematical and scientific problems.  We expect them to be able to express themselves imaginatively and in creative ways through the Arts.  Pupils will be reflective, adaptive, resilient and positive in their mind-set.  They will make informed choices that effect positively on their own wellbeing.  We expect our pupils to understand the difference between right and wrong, to appreciate other cultures and traditions and to respect others.  Through their participation in active citizenship and collaboration our pupils will make a difference to their community and society.

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LangualgeOfTheCurriculum

 

Language of the Curriculum

Definitions

 

What we mean by ‘curriculum’

The curriculum is the knowledge and skills that pupils are expected to learn as they progress through our school.  The curriculum includes every learning experience a pupil has throughout their time at the Academy.  This is provided through lessons as well as through our wider curriculum which includes: a programme of collective worship, extended learning days, visits and journeys, sports, competitions, visiting speakers, careers programme, leadership opportunities and tutor time.

What we mean by ‘learning’

Learning is the alteration in the long-term memory. If a pupil has committed subject content to their long-term memory and this can then be used both in the subject and in other areas of life then this has been learned.

What we mean by ‘knowledge’

Knowledge is the sum of everything a pupil knows. It is the facts and information acquired from the curriculum and life-experience. This is embedded in the long term memory as a network of accessible memories.

  • Knowledge makes learning easier; it allows links and associations to be made and deepens knowledge further
  • Knowledge allows us to bring concepts together
  • Knowledge learned across the curriculum facilitates understanding
  • Knowledge is highly transferable between contexts
  • Knowledge allows comprehension/understanding
  • Knowledge is generative, the more knowledge you have the more you will learn because new learning ‘hooks’ onto old learning
  • Knowledge empowers pupils
  • Knowledge frees up ‘working memory’

 

What we mean by ‘subject knowledge’

Subject knowledge is the subject content or information gained from a specific subject, such as maths, which is committed to long-term memory. For example a pupil might learn how to calculate the perimeter of a square. This would contribute to a pupil’s overall knowledge which could be used to calculate how much it would cost to carpet a room in a house.

 

What we mean by ‘skill’

Skill is the ability to do something well which is acquired through direct experiences and practice. For example communication skills and problem-solving skills.

 

What we mean by ‘understanding’

Understanding is the combination of knowledge and skills. Understanding deepens as structures of knowledge in the long-term memory become increasingly complex.

 

What we mean by ‘wider curriculum’

Our wider curriculum contributes significantly to a pupil’s knowledge. It includes learning experiences which take place outside of traditional one hour subject specific lessons. This could be learning new vocabulary from a news bulletin in tutor time, taking part in a performance during an extended learning day or gaining knowledge from a visiting speaker.

 

What we mean by ‘progress’

Progress means knowing more, remembering more and applying more. It is the increase in layering of knowledge acquired.

 

What we mean by ‘overarching concept’

Key concepts are the important ideas and principles of a subject e.g. energy in science, proportion in art and healthy living in food technology. They often underpin other areas of subject learning.

 

What we mean by ‘concept’

A concept is an area of study which can then be particularly stressed across the curriculum in many subject areas. Examples of concepts could be the rule of law, relationships, or equality.

 

What we mean by ‘components’

The components are the building blocks of prior knowledge needed in order to achieve a desired outcome- for example to ‘paint effectively with colour’ would involve several components e.g. learning to use colour.

What we mean by ‘assessment’

The way in which we evaluate the knowledge and understanding pupils have at any time. This can be a written or verbal task and feedback is provided for pupils next steps in learning.

 

What we mean by ‘deficits in knowledge’

A deficit in knowledge is where there is a gap in knowledge and understanding. Research shows this is often linked to the extent a child is exposed to a rich variety of words.

Our curriculum is designed to overcome any deficits in knowledge pupils may have. This is through a planned focus on vocabulary both within subject areas and within the wider curriculum.

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KnowledgeAndSkills

 

A balance of skills and knowledge – getting the balance right

We believe that academic progress means knowing more, remembering more, applying more. We believe this is best achieved through the acquisition of knowledge and the development of the skills necessary to apply what has been learnt in achieving a desired outcome. This could be answering a question at GCSE, solving a problem or creating a musical composition.

KNOWLEDGE + SKILLS = UNDERSTANDING

Knowledge

At Sarum Academy the National Curriculum Programmes of Study 2014 detail the subject content (or subject knowledge) that is taught at Key Stage 3. The examination specifications detail what needs be covered at Key Stage 4 although this should never remain exclusive to.

Skills

Critical thinking

In all lessons pupils will be given opportunities to analyse information and make judgements.

Problem solving

Pupils will be given opportunities to solve problems to help embed understanding.

Creativity

Building on problem solving pupils will be taught through Art, Music and Technology how to be creative, inventive and come up with new ideas.

Languages learning

Once pupils have achieved age related expectation in English pupils will study a language other than their own. Pupils will have the opportunity to study a language in Key Stage 4 should they choose.

Computer skills

See ICT across the curriculum on Pg. 13

Communication

In all subjects communication skills will be developed. These will include traditional face to face interactions, being a good listener, an understanding of verbal and non-verbal communication, addressing and engaging with people in social media. Teachers will engage in a high level of spoken English in the classroom and expect pupils to respond in full sentences.

Mathematical thinking

In Mathematics, and where appropriate and necessary across the curriculum, pupils fluency with numbers will be developed. They will be taught to reason mathematically and solve problems.

Reading fluency

Reading regularly will be a feature of all lessons and ‘The Big Read’. Pupils will be expected to have a reading book on them at all times.   In all lessons pupils will be afforded the opportunity to read texts that challenge them.

Vocabulary

We will ensure we use a wide range of vocabulary in lessons and expect pupils to answer in full sentences.

Presentation skills

In all subjects pupils will be given opportunities to present their ideas either as prepared presentations or impromptu exposition.

Interpersonal skills

Through PSHCE, Pupil Leadership and the wider Pastoral Programme pupils will be taught how to relate and interact with others, how to work in a team, how to negotiate, how to influence others and how to solve conflicts.

Goal setting

Pupils will set themselves personal goals and targets and reflect on their progress in meeting their goals. Pupils will be encouraged to be ambitious, mediocrity will be challenged. Pupils will be taught to be relentless in achieving their aim. This will be done through PSHCE, the tutor programme and the wider pastoral system.

Resilience

Pupils will be set challenging tasks that test their resolve and resilience.   They will rehearse long periods of sustained concentration. For example through sustained writing in English.

Positive mind-set

Through our THRIVE programme and the wider work of the pastoral team pupils will be taught how to take value from a situation, to the seize the moment, acquire the necessary knowledge to keep going and how to react when something negative happens.

Adaptability

Pupils will be encouraged not to specialise to early. They will be taught to embrace a diverse range of interests and skills. Pupils will be taught to be change agents, effecting change not simply moving with the times.

Study strategies

In all lessons pupils will be taught skills needed for revision and exam technique.

Active citizenship and collaboration

In PSHCE pupils will taught how to be active citizenships. They will taught about the law, democracy and British Values and how to express their views effectively.

Financial skills

In PSHCE pupils will taught basic finance and money management. In Maths they will taught financial methods for example: interest, percentages, exchange rates.

Living Healthy

In Food Technology, PE and Science pupils will be taught about Healthy Living and lifestyle choices.

 

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TheWiderCurriculum

 

The Wider Curriculum – Learning beyond the classroom

 

Tutor Programme

Intent

Our tutor programme aim is to contribute to pupil knowledge through a variety of learning opportunities. Being a tutor is a significant responsibility as they are with their tutees twice a day, every day and build positive relationships.

Implementation

The tutor programme includes ‘in the news’ which shares topical news, reflection, collective worship, work it out Wednesday and the Big Read.  Tutors will also do a weekly focus on attendance.

 

Assemblies

Intent

The aim of assemblies is to share our Academy values, to contribute to pupil’s sense of belonging and to contribute to the culture of the Academy.

Implementation

Pupils gather together in year groups in morning ‘Year briefings’ and Tuesday afternoons which are either Headteacher assemblies or Collective Worship assemblies.

 

 

Extended Learning Days

Intent

Our aim for these days is to provide memorable experiences which contribute to a pupil’s overall knowledge through visiting local and national cultural sites, work place environments, further education establishments and to encourage the development of cross-curricular activities.

 

Implementation

Extended learning days provide pupils with an opportunity to extend their learning in a different setting or in blocks of greater than one hour.  There are four extended learning days across the academic year.

 

 

Educational visits

Intent

Visits and journeys will either provide pupils with opportunities to try an activity that they would probably not experience otherwise or have an opportunity to visit somewhere such as Salisbury Cathedral which has historical and local significance. Many visits will enhance subject knowledge for example History pupils visiting the site of the GCSE Case Study.

 

Implementation

Visits and journeys take place mainly on extended learning days but there is also an annual international visit to a place such as Prague, Berlin or Paris.  Younger pupils have the opportunity to experience a residential visit in the UK which is great for team building and developing social skills.  Pupils can also complete their Duke of Edinburgh qualification which provides a wide variety of additional skills.

 

Enrichment and after school clubs

Intent

Enrichment (Thursdays) and after school clubs give pupils the opportunity to take part in activities they are interested in and may not have opportunity to otherwise take part in. Pupils will gain knowledge and develop a range of skills by taking part including communication and interpersonal skills.

 

Implementation

The Academy delivers enrichment opportunities on a Thursday for all pupils.  These are wide ranging and include activities such as sport, yoga, games, debating as well as private study. Many pupils experience an enrichment activity who wouldn’t ordinarily do so. More extensive enrichment opportunities include the Duke of Edinburgh Award.

 

Pupil Wellbeing

Intent

The aim of the Pupil Wellbeing provision is to ensure that the curriculum supports pupils to be physically, mentally and spiritually healthy. It also aims to remove barriers to learning which could be due to external factors.

 

Implementation

The overall wellbeing of our pupils is supported fully through physical, mental and spiritual aspects of the curriculum, often in PSHCE and Religious Studies lessons.  In addition we have an optional ‘drop-in’ at lunchtimes every day and have achieved the Silver Healthy Schools status.  More information can be found in the Academy’s Wellbeing guide.

 

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 StudyProgrammes

 

Study Programmes

Study programmes are reviewed annually in order to provide the most broad, balanced and effective provision for all pupils. The most recent review was undertaken in January 2019.

All study programmes:

  • are individualised and provide progression to a higher level of study than learners’ prior attainment to meet clear educational and career aspirations;
  • include qualification(s) that stretch the learner and link clearly to progression routes to training, employment or higher education;

At Post 16:

  • include continued teaching, to enable learners to work towards achieving English and mathematics GCSE grades 4 to 9, for those who do not already hold these, or other interim/stepping stone qualifications towards achieving these GCSEs;
  • allow for meaningful work experience (related to the vocational area) or other non-qualification activity to develop learners’ personal skills and/or prepare them for employment, training or higher/further education.
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  • CurriculumMap
  • Curriculum Map – Broad and balanced

     

    Key Stage 3

    Key Stage 4

    Key Stage 5

    Age

    11-13

    14-16

    16-19

    Year groups

    7-8

    9-11

    12-13

     

    Art and Design

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    Business Studies

     

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    Computing*

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    Design and Technology

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    English

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    Extended Project

       

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    Food Technology

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    Geography

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    Hairdressing

       

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    Health & Social Care

     

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    History

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    Languages (French)

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    Mathematics

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    Media Studies

       

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    Music

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    Personal, Social, Health & Citizenship Education

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    Photography

     

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    Physical education

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    Religious Studies

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    Science

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    Sex and relationship education

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    *Mapped across the curriculum

    From 2019 onwards

    Public Services

       

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    Travel & Tourism

       

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    Professional Cookery

       

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    Science

       

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    Languages (French)

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    From 2020 onwards

    Design & Technology

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    Languages (French)

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CurriculumDelivery

 

Curriculum Delivery - Engaging and stimulating

 

The Key Stage 3 curriculum operates throughout Years 7 and 8 and prepares pupils so they are confident to start their GCSE courses in Year 9.  Pupils choose a bespoke curriculum pathway at the end of Year 8 which is tailored to their strengths and interests.  They are supported by teaching staff, and in the information they receive, in making the most informed choices and are encouraged to study a broad range of subjects in both humanities and the arts.

The Key Stage 4 curriculum is planned with a clear progression onto Post 16 studies and beyond. 

Key Stage 4 is a three year programme. This model was and continues to be very well received by both pupils and parents.  Whilst pupils work towards qualifications in their chosen subjects, additional time is given to offer enhanced subject depth and enrichment beyond the examination syllabus.  During Year 8 all pupils have discussions with staff to ensure that their breadth of curriculum pathway is maintained and due to the strength of foundation subjects all pupils continue to study a humanity subject and almost all at least one art/technology based subject.  The three year model negates any dip in Year 7 & 8 with a carefully considered curriculum plan for each subject.

Post 16 - Many of our pupils choose to stay at the Academy for their Sixth Form studies.   The choice of courses is broad and balanced, building on choices made pre-16.   Alongside a range of traditional A Level and vocational subjects the Academy offers courses in sport working with Southampton Football Club and Hairdressing at Level 3.

The Academy offers a broad Level 3 study programme including both Academic and Applied General qualifications that are suited to prepare them for the next steps in their career plans. 

All qualifications offered are recognised by Higher Education institutions as fulfilling entry requirements to a range of courses, either in their own right or alongside other Level 3 qualifications.  All of our qualifications have been recognised by employers and professional/trade bodies.

A curriculum information booklet and information evening for parents are part of the provision to support pupils in making choices Post 16.  All Year 11 pupils are provided with a careers consultation to discuss their choices and future plans. The Academy employs an independent careers advisor who provides information and impartial advice about the full range of available provision locally to inform their choices about the most suitable provider for them.  Information provided by the Academy includes information on where the qualification may lead.

All pupils are expected to study at least three subjects Post 16 totalling 540 guided learning hours.


 

Entry requirements post 16

For entry into the Sixth Form pupils are expected to achieve a minimum of four ‘4-9’ grades at GCSE or at BTEC Level 2.  Those pupils not gaining Maths or English GCSEs are required to continue their studies as part of their study programme.  For entry onto Level 3 courses pupils will have typically studied similar courses at Level 2 and secured a ‘5’ grade or equivalent.

 

 

Post 16 wider curriculum

In addition to the core curriculum Sixth Form pupils are provided with a number of extended learning days.  These days are designed to develop their personal skills and employability and provide information for social, health and citizenship development.  There are also Year 12&13 parental engagement evenings where we help Parents to assist their child in discussing progression pathways after Sixth Form.

Year 12 Extended Learning Days

DAY 1 Curriculum Vitae

DAY 2 Independent study and behaviour for learning

DAY 3 Staying safe – alcohol, drugs and sexual health

DAY 4 Using Social Media

DAY 5 Life after Sixth Form – University, apprenticeships or work choices

 

Year 13 Extended Learning Days

DAY 1 Personal statements and UCAS applications

DAY 2 Careers fair

DAY 3 University visits

DAY 4 Mental health and wellbeing – worries and exam stress

DAY 5 Finance - Managing money

 

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ICTAcrossTheCurriculum

 

ICT Across the Curriculum

There is a growing need for members of a workforce to have basic digital skills. ICT across the curriculum allows pupils to develop ICT skills throughout their time at the Academy, we incorporate ICT deliberately into lessons.

Each term, at least one lesson with each class will be taught in a computer room with a focus on a particular software/use  as shown below.  When integrating ICT into lessons there must be clear and valid reasons for its integration.  Appropriate use of ICT will:

  • enhance creativity;
  • give access to information;
  • engage pupils in information selection and interpretation of information;
  • enable patterns to be observed more readily;
  • increase accuracy;
  • enhance the quality of presentations and media;
  • save time, for example, spent on recording writing or editing information.

Term

Subject

Year 7

Year 8

Year 9

Key Stage 4

1 – Internet Explorer

Finding things out

Any

Internet Safety

Netiquette

Search Engines

Using email

Reliability of information

Social Media

Publishing online

Referencing information

2 – Content Management

Any

Saving information

Information retrieval

Folder structure

Nomenclature

File types

Attachments

   

3 – Word Sharing information

English

Entering information

Formatting

Adding images

Report writing

Referencing

Glossary

Tracked changes

Hyperlinking

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4 – Excel

Data Handling

Using data

Maths

Business

Science

Entering data

Simple Formulas (AutoSUM, Average)

Formatting tables

Producing Graphs

Conditional formatting

Formulas (If Statements)

Data security

Complex formula (Lookup tables)

Report writing

5 – Publisher Photoshop

Photography

Art & Design

Assembling elements

Simple formatting

Formatting fit for purpose

Publications

Image manipulation

6 – PowerPoint

Sharing information

Any

Assembling elements

Simple formatting

Animations

Formatting fit for purpose

Hyperlinking

Using notes

Embedding audio and video

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PSHCE2

 

Personal, Social, Health & Citizenship Education

PSHCE education is a planned, developmental programme of learning through which pupils acquire the knowledge, understanding and practical skills they need to live responsibly now and in the future.

The PSHCE education will equip our pupils to live healthy, safe, productive, capable, fulfilled and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing.

There are three core themes within PSHCE provision

  1. Health and Wellbeing
  2. Relationships
  3. Living in the Wide World – including economic wellbeing and financial education, and Careers education

Overarching concepts developed through the PSHCE programme contribute towards pupil knowledge and understanding;

  • Identity
  • Relationships
  • A healthy balanced lifestyle
  • Risk
  • Diversity and equality
  • Rights
  • Change
  • Power
  • Career

Core themes

Health and Wellbeing

Relationships

Living in the Wider World

Year 7

Who am I?

First Aid

Drugs & Lifestyles

Puberty

New beginnings

Anti-bullying

Thinking methods and skills

Year 8

-

Anti-social behaviour

Marriage and change

Diversity

Careers Education

British Values

Financial Education

Year 9

Sex Education

Mental Health Awareness

Healthy Eating

Body image & disorders

-

-

Year 10

-

-

CV & personal statement

Mock interviews

Work experience

Year 11

-

-

Careers Education

Active Citizenship (National Careers Service)

 

 

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 BritishValues3

 

British Values

To prevent extremism and the religious radicalisation of young people, the Government in the ‘Prevent Strategy’ (2011) set out its definition of ‘British values’. These values are:

  • Rule of Law
  • Individual Liberty
  • Mutual Respect
  • Tolerance of those of Different Faiths and Beliefs
  • Democracy

The promotion of ‘British values’ is central to education at Sarum Academy as British values have their origin in the Christian values of our nation. They form a core aspect of our delivery of Social, Moral, Spiritual and Cultural Education.

At Sarum Academy we recognise the importance of helping pupils to flourish academically but also spiritually, morally, socially and culturally, so they are fully prepared for life in British society and for their role as citizens, able to make the strongest possible contribution to the ‘Common Good’ of all.

We teach the importance of British values by going much deeper into the meaning of what it means to live a good life. We place a significant emphasis on the celebration of individuality and difference within our communities and our calling to work together for the Common Good, in the service of others. Our school ethos, which includes explicit reference to Christian and British values, makes a tangible difference to the way we work together and with our wider communities. The examples that follow are an indication of some of the many ways we seek to embed British values at Sarum Academy and should be seen as an indication of our approach rather than an exhaustive list.

The Rule of Law: The importance of laws, whether they be those that govern the class, the school, or the country (civil or criminal), are consistently reinforced throughout every day, as well as when dealing with behaviour and through Collective Worship. The curriculum is designed to ensure pupils are taught the values and reasons behind laws, that they govern and protect us, the responsibilities this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service are regular parts of our learning programmes in PSHCE and help reinforce this message, as does the development of pupils’ knowledge and respect for public institutions and services.

Individual Liberty: Within Sarum Academy pupils are actively encouraged to make independent choices knowing that they are in a safe, secure and supportive environment. As a school we educate and provide boundaries for pupils to make choices safely, through the provision of a safe environment and an empowering education. We encourage pupils to accept responsibility for their own behaviour and see themselves as individuals able to make a contribution to building community. Pupils are encouraged to know, understand and exercise their rights, responsibilities and personal freedoms and receive advice about how to exercise these safely, for example through our exploration of E-Safety in PSHCE.

Mutual Respect: Respect is one of our core values and is modelled by pupils and staff alike. The school promotes respect for others and this is reiterated through our classroom and learning environments as well as extra-curricular activities such as sport. Our emphasis on ethics, fairness and justice means that we ask our pupils to ensure that they look out for those who might be marginalised and disadvantaged. Our approach to teaching and learning across the school fosters mutual respect throughout the curriculum and our Pupil Code of Conduct promotes the values both of respect and responsibility. The school has taken a very strong stance on social inclusion and anti-bullying through an explicit focus on strategies to enable respect for difference by, for example, reflections on bullying.

Tolerance of those of different faiths and beliefs: This is achieved through equipping pupils with the ability to develop positive values, understand their own beliefs and their place in a culturally diverse society. We give our pupils opportunities to experience such diversity within the school community and within the wider community. All pupils experience a connection with other cultures and beliefs through our Religious Education and PSHCE programmes, Extended Learning Days and local, regional and international links. Our Religious Studies curriculum provides a broad and balanced education, which includes an understanding of and respect for people of other faiths or none and other religions, cultures and lifestyles.

Democracy: In line with our commitment to democracy, pupils are always able to voice their opinions as we foster an environment where pupils can debate ideas and are encouraged to disagree with each other. We also encourage pupils to substantiate opinions and to realise the value of co-operation and consensus as well as decision making through voting. The Student School Council is an effective mechanism for participation in the democratic process, as are regular pupil voice questionnaires on a range of topics such as teaching and learning and behaviour and safety. Pupils are also given opportunities to see democracy in action. This could be meeting with the local MP, an annual visit to the House of Parliament or attending the Mayor making ceremony.

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 ReligiousStudies2

 

The Teaching of Religious Education

Teaching and Learning about Christianity

At Sarum Academy Religious Studies is a compulsory subject for all pupils in Key Stage 3 and Key Stage 4. Christianity is the majority study in Religious Studies. Understanding Christianity as a living religion is the foundation of pupils’ Religious Education in schools. It is important that this draws on the richness and diversity of Christian experience in the breadth of its Anglican and other denominational forms, and in the variety of worldwide forms. The encounter is an open one which stems from and instils respect for different views and interpretations and in which real dialogue and education takes place. Pupils will be enabled to deepen their understanding of God as encountered and taught by Christians.

Teaching and learning about other faiths and world views

Church schools have a duty to foster an accurate and increasing understanding of world religions and world views. As a result, pupils will gain greater insight into the world in which they are growing up. They will also be able to appreciate the faith of others and develop a deeper understanding of their own beliefs and practices. These outcomes must contribute to harmonious relationships within and between communities, promoting social inclusion and combating prejudice. At GCSE, pupils study Buddhism in depth in addition to Christianity.

Dedicated curriculum time

In Key Stage 3 6% of teaching time is dedicated to Religious Studies. In Key Stage 4 10% of teaching time is dedicated to Religious Studies. All pupils in Key Stage 4 work towards a qualification in Religious Studies.

Staffing

The lead teacher of Religious Studies (RS) has specialist qualifications in Religious Education (RE). All teachers teaching RS have good access to appropriate professional development. RE has equal status with other core subjects in staffing and resourcing.

The right to withdraw from Religious Education

Any parent has a right to withdraw their children from Religious Education (RE). If a parent asks for their child to be wholly or partly excused from attending any RE at the school the school must comply unless the request is withdrawn. The school remains responsible for the supervision of any child withdrawn from RE, unless the child is lawfully receiving Religious Education elsewhere. Parents do not need to explain their reasons for seeking withdrawal.

If a parent is wishing to withdraw their child from RE it is kindly requested that they contact the Headteacher directly. It is helpful to know the religious issues leading to the request and the practical implications of withdrawal.

 

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CareersProgramme

 

Careers Programme

Careers education, advice, information and guidance (CEIAG) makes a major contribution to preparing young people for the opportunities, responsibilities and experiences of life. Good careers guidance widens pupils’ horizons, challenges stereotypes and raises aspirations.  

A planned progressive programme of activities supports pupils in choosing 14–19 pathways that suit their interests and abilities, and help them to follow a career path, and sustain employability, throughout their working lives.

Implementation

Careers education is supported by an independent and impartial careers consultant employed by the Academy. In addition the Academy provides:

  • Information Evenings and Parents Evenings
  • A broad and balanced curriculum including a mix of vocational and academic qualifications
  • Timetable slots for Personal, Social, Health and Citizenship Education in Key Stage 3
  • Four Enrichment days per year
  • Pupil leadership roles and responsibilities
  • Access to events coordinated by a local education business partnership and sponsors
  • Visits to skills and employment fairs
  • Visits to Universities
  • Formal work experience for all pupils in Year 10 and Year 12
  • Targeted CEAIG
  • Transition planning for pupils with Special Educational Needs
  • Voluntary Reading Support of Y7 pupils by Y12 & Y13 pupils developing interpersonal and support skills
  • Independent careers interviews in Year 10/11 and another in Year 12/13

 

Equality and Diversity

Careers education is provided to all pupils and provision is made to allow all pupils to access the curriculum. Pupils are encouraged to follow career paths that suit their interests, skills and strengths with the absence of stereotypes. All pupils are provided with the same opportunities and diversity is celebrated.

 

Work Experience

All Year 10 pupils undertake a work experience placement. The Academy works with a local education business partnership in delivering this provision. This includes a mock interview, preparation for work experience, including CV writing and an opportunity for reflection and evaluation on return.

Careers provision for all learners is mapped on pages 26-27

 

Meaningful employer encounters

Event

Rationale – Why?

What?

Year 7 Aspiration Day

Aspiration Day aims to raise aspiration within Year 7 by providing opportunity for pupils to meet and experience employers from a diverse range of jobs and careers. This will extend their knowledge of different careers and help them consider the options available to them.

The variety of employers covers as many sectors as possible taking into account local labour market information.

All pupils will spend a day in small groups engaging with employers on a carousel basis moving from one employer to another.

Pupils will listen to presentations, and what is involved in their job. They will learn about the route each employer took to get to their career, interact with them on a variety of tasks and understand a host of options available.

At the end of the day pupils will complete an evaluation of their learning.

Year 8 University visit

Year 8 pupils will make a visit to a local University to give them an insight into life at a University and show them that this is an option for Post 18 study.

Pupils will be exposed to the variety of courses available and the different environment. Their experience will tie directly with the expectations of choosing option subjects this year.

Year 9 Careers conference

All Year 9 pupils will meet and experience employer’s jobs and careers from a diverse range to extend their current thoughts and instil some original ideas or create a new focus.

This day will involve small groups of pupils experiencing time with employers. Pupils will listen to presentations, stories and the day to day tasks involved. They will learn about the route each employer made to get to their career, interact with them on a variety of tasks and understand a host of options available, from the Army, Lawyers and local firms and businesses.

Year 10 Work Experience

Year 10 pupils spend a full week in a placement to fully appreciate work life. This will give them an insight and support their future plans and education. It will also encourage pupils to reflect on their personal strengths and areas for development.

Some pupils are already decided on their career path and this week will help them confirm their decision or not. Both ways, this is an invaluable week. Most pupils who have not decided will make good use of this week and consider elements of the job they found rewarding and will be guided to consider these skills for their chosen career.

Year 11 Careers Fayre

To focus pupils thinking about Post 16 study.

All year 11 pupils visit a Careers fair at the beginning of the year. They are exposed to a wide range of career suggestions, and have an opportunity to discuss pathways with specialists. The event is an effective way of encouraging pupils to reflect on what it is they want to do, and a timely reminder of the importance of the year ahead of them.

How will the CEIAG Programme be evaluated?

This will take place annually and will include:

  • Feedback from pupils in the form of a pupil survey in PSHCE lessons
  • Feedback from parents in the form of a parent survey at the end of an information evening
  • Feedback from WEX placements
  • Feedback from Mock interviews by employers

The evaluation will be undertaken by the Careers Leaders and shared with the link Governor for careers and the Deputy Headteacher.

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 ProviderAccess

 

 

Sarum Academy Policy statement on provider access

Introduction

This policy statement sets out the school’s arrangements for managing the access of providers to pupils at the school for the purpose of giving them information about the provider’s education or training offer. This complies with the school’s legal obligations under Section 42B of the Education Act 1997.

Pupil entitlement

All pupils in Years 8-13 are entitled:

  • to find out about technical education qualifications and apprenticeships opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point;
  • to hear from a range of local providers about the opportunities they offer, including technical education and apprenticeships – through options events, assemblies and group discussions and taster events;
  • to understand how to make applications for the full range of academic and technical courses.

Management of provider access requests

Procedure

A provider wishing to request access should contact Mrs Charlotte Bell (Key Stage 3&4) This email address is being protected from spambots. You need JavaScript enabled to view it. or Mr Gareth Jones This email address is being protected from spambots. You need JavaScript enabled to view it. (Key Stage 5).  Alternatively they can contact main reception on 01722 323 431.

Opportunities for access

A number of events, integrated into the school careers programme, will offer providers an opportunity to come into school to speak to pupils and/or their parents/carers: see Careers Map for full details.  Please speak to our Careers Leader to identify the most suitable opportunity for you.

Premises and facilities

The school will make the main hall, classrooms or private meeting rooms available for discussions between the provider and students, as appropriate to the activity.  The school will also make available AV and other specialist equipment to support provider presentations. This will all be discussed and agreed in advance of the visit with the Careers Leader or a member of their team.

Providers are welcome to leave a copy of their prospectus or other relevant course literature in the Careers section of the Library, which is managed by Pupil Services. The Library is available to all pupils at lunch and break times.

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 CareersEducation2

 

Careers Education, Advice, Information and Guidance – Mapping 2018-19

 

Year

Focus

Employer encounters – School events

Pupil Leadership Opportunities

Personal Social, Health & Citizenship Education

7

Aspirations for the future

·        Aspiration Day

(21st December 2018)

·        School Council

·        Identity

·        Aspirations for the future

8

Personal reflection, career paths and options

·        University visit

(5th April 2019)

·        Options Evening

(Date)

·        Options interview

(Date)

·        School Council

·        Peer mentoring

·        Ethos Group

·        RP Ambassadors

·        Tour guides

·        KS2 Helpers

·        Personality type and linking skills to careers

·        Career pathways

·        Research expectations for variety of careers

·        Mapping options to careers

9

Personal reflection, career paths

·        Careers conference

(5th April 2019)

·        School Council

·        Peer mentoring

·        Ethos Group

·        RP Ambassadors

·        Tour guides

·        KS2 Helpers

·        Academy Ambassadors

·        DofE –Duke of Edinburgh

·        Goal setting

·        Apprenticeships and further education

10

Work experience including preparation, implementation and evaluation

·        CV Writing

(16th October 2019)

·        Mock interviews

(7th February 2019)

·        Work experience

(May 19)

·        Brilliance Club

·        School Council

·        Peer mentoring

·        Ethos Group

·        RP Ambassadors

·        Tour guides

·        KS2 Helpers

·        Academy Ambassadors

·        DofE –Duke of Edinburgh

·        House Captains

·        Contacting employees

·        Preparation for Work Experience

·        Preparation for mock interview

·        Evaluation of Work experience

11

Post 16 choices and the application process

·        Post 16 Information Evening

·        Post 16 Interview

·        Mentoring

·        Careers Fayre

(16th October)

·        Independent careers interview

·        Assisted college visits for vulnerable pupils

·        Destinations tracking

·        School Council

·        Peer mentoring

·        Ethos Group

·        RP Ambassadors

·        Tour guides

·        KS2 Helpers

·        Academy Ambassadors

·        DofE –Duke of Edinburgh

·        Prom committee

·        Senior Prefects

 

12/13

CVs, Personal Statements, UCAS and next steps

·        New pupil welcome evening

·        Oxford College Visit

·        University visit

·        Careers Fayre

·        Assemblies – Visiting speaker

·        Work experience

·        UCAS Application

·        Senior Prefects

·        Peer reading

·        Sports Leaders

·        DofE

·        Football Academy

·        Curriculum Vitae and personal statements

·        Independent study and behaviour for learning

·        UCAS application

 

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 GatsbyBenchmark

 

The Gatsby Benchmarks and action plan 2018-19

Statutory guidance for careers education published in January 2018 introduced the Gatsby Benchmarks. It is expected that schools will use the benchmarks as an audit tool and it is an expectation that schools will meet them in full by the end of 2020.

Benchmark

What this means in practice

Actions

A stable careers programme

Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors and employers

·        Programme written and shared with staff

·        Website updated with careers information, including labour market information

·        Policy statement put on the website when approved by governors

·        Systematic feedback is built into the evaluation of Careers Programme from parents, pupils and staff

Learning from career and labour market information

Every student, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information

·        Majority of pupils use up-to-date careers and LMI via START profile

·        Parents have access to career path and LMI via the website

·        New careers section of the Library set up

Addressing the needs of each student

Students have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each student. A school’s careers programme should embed equality and diversity considerations throughout

·        Careers programme raises aspirations of all pupils through the new aspirations day, careers conference and university visit

·        Systematic records for all pupils are kept via the START profile

Linking curriculum learning to careers

All teachers should link curriculum learning with careers. STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths

·        Careers education included in standard lessons, specifically English and maths

·        MLP Twilight session to be held at Sarum Academy with a focus on careers education

Encounters with employers and employees

Every student should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes

Benchmark fully met

Experiences of workplaces

Every student should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks

·        Introduce meaningful work experience for all pupils in Sixth Form

·        Work place visits to be organised

Encounters with further and higher education

All students should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

·        Introduce a university visit into KS3

·        Introduce careers conference for Year 9 pupils to find out what other providers can offer, in particular apprenticeships

Personal guidance

Every student should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made.

Benchmark fully met – all pupils meet with independent careers advice for a careers interview

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