At Pix Brook Academy, our core value of educating the socially responsible citizens of the future is at the heart everything we do. We focus on ensuring all stakeholders are Ambitious, Aspirational and responsible in all they do and this helps us to ensure that every pupil excels in life.
To achieve our core value our intention is to ensure pupils make outstanding progress and that the curriculum removes any potential barriers to learning. We want our pupils to leave with knowledge and skills which will not only create excellent life opportunities but will also prepare them exceptionally well for life beyond the academy.
At Pix Brook Academy pupils will:
- experience a broad, deep and knowledge rich curriculum;
- be literate and numerate;
- have high expectations for their behaviour and achievement;
- build their character;
- develop their cultural, social, moral, mental and physical development;
- secure foundations for progression.
Pupils experience a broad, deep and knowledge rich curriculum
Our academy curriculum helps pupils to achieve high standards and make excellent progress. The curriculum is broad and pupils learn essential knowledge built around a 'learning journey' and 'Big Ideas' to ensure they have a deep understanding across a range of subjects. There are many opportunities built into lessons to secure the need to recall and retrieve previous learning so that knowledge is fully embedded.
Pupils will be taught thematically
- The curriculum at Pix Brook Academy at KS2 is designed around a thematic approach. Classes in Y5 and Y6 are taught through a primary model with most lessons delivered by their class teacher. Specialist teaching is provided for some elements of the curriculum such as Dt and PE. At KS4 a traditional secondary curriculum is adopted. Pupils will be taught by subject specialist staff in classes appropriate to their needs.
- In Year 6, with a focus on SATs, pupils follow a similar routine, with setting in place for Maths classes.
- The curriculum offers a broad range of learning opportunities that are designed to facilitate the access to further and higher education opportunities.
- Sex and relationship education delivered via PSHE programme. (See Sex and relationship education policy).
- Spiritual, moral, social and cultural development; British values; Careers guidance delivered via the Citizenship programme of study, supplemented by immersion days agreed and calendared. These make use of external input and cross curricular experiences.
The development of pupil language and oracy is at the forefront of our curriculum as we understand how vital it is for our pupils to build confidence in communication skills not only for their time in school but also to prepare them for working life. We ensure pupils have opportunities in all subjects to discuss, challenge and build on other points of view and to develop their formality of language to ensure they can have the confidence to speak to different audiences. Numeracy skills are embedded across the curriculum. Pupils who arrive with below expected maths and English skills are quickly caught up through expert teaching and incisive intervention. The academy ensures that pupils are literate and numerate enabling them to flourish, thrive and access the next stage of their education, employment or training.
Pupils will build their character
At the academy, we are totally committed to improving the life chances and aspirations of pupils. With a focus on building character and resilience, we ensure pupils have access to a wide curriculum which provides numerous opportunities in sport, creativity and performance. An enrichment programme supports the development of pupils into well rounded citizens and student voice opportunities are provided to enhance their appreciation of the importance of being socially responsible.
Pupils will secure foundations for progression
It is our intention at the academy to ensure pupils have secure foundations for progression into further education and apprenticeships. From Year 5, pupils receive careers information based on the Gatsby benchmarks and this is supported through drop-down days throughout the year. Over the course of 7 years, pupils receive a rigorous and bespoke aspirations program that exposes our pupils to a huge range of voices and experiences.
We believe that a carefully planned and structured curriculum is the foundation upon which excellent learning and development is built. The curriculum is designed and implemented so that it builds on prior knowledge and prepares pupils for the next stage in their education. Lessons are engaging, inspiring and suitably differentiated so that pupils are able to achieve, or go beyond, their potential with pupils able to spend a lot of time in lessons working independently at their level of ability.
Development of language and building knowledge are integral to curriculum planning. Subject Leaders, who are experts in their subjects, carefully construct a curriculum that promotes a deep understanding of a wide range of topics. Teachers plan learning that use data and prior attainment information and that allows pupils to embed and recall knowledge. This builds firm foundations for progression to the next level of their learning.
Key Stage 3
As pupils move in to Year 7, greater use is made of subject specialist teaching, along with ability grouping in more subjects.
Key Stage 4
As pupils progress the opportunity to focus on specialist areas increases providing pupils with option choices built around the core curriculum of English, Maths, Science, PSHE, PE and humanities.
At Pix Brook Academy, our curriculum will:
- ensure that the sequence of learning builds on previous knowledge whilst supporting future progression.
- enable all pupils to fulfil their potential.
- meet the needs of pupils of all abilities at the academy.
- allow pupils to acquire an appreciation and respect for their own and other cultures.
- develop pupils ready for their next phase of learning and beyond.
- prepare pupils to compete in the global economy.
- help students develop lively, enquiring minds and the ability to question and argue rationally.
Our curriculum is based around pupils receiving 25 lessons per week. There are five 1-hour lessons each day. We operate a two-week timetable cycle, covering fifty lessons.
At the start of each year, all pupils will have a baseline target established. From that an end of year aspirational target will be derived that they are expected to strive towards.
Regular, low stakes, testing ensure that pupils embed knowledge into their long term memory.
Pupils are assessed by a combination of peer, self and teacher assessments. Summative assessment will take place at least once per half term.
Following each assessment, incisive intervention to fill gaps in knowledge means that pupils make rapid progress.
Parents receive reports 3 times per year. The reports will indicate the progress that pupils have made towards their target grade and an indication of their behaviour and attitude to learning.
Governors monitor whether the school is complying with its funding agreement and teaching a “broad and balanced curriculum” which includes the required subjects, through:
- School visits
- Meetings with school council; subject leads and leadership team
- Book scrutiny
- Subject audits
Heads of subject and year leaders monitor the way their subject is taught throughout the school by:
- Learning walks
- Subject reviews
- Cross curricular planning
- Student voice
Heads of subject and year leaders also have responsibility for monitoring the way in which resources are stored and managed.