Curriculum Vision

Curriculum Vision

Aims of the Curriculum

The curriculum at Stanchester Academy supports the aims, ethos and values of the school by:

  • Promoting an environment in which every child will be challenged and supported to raise their potential in an increasingly technological age
  • Offering an experience which is personalised to the needs of the individual and supports the demands and expectations of the twenty-first century
  • Providing a curriculum which broadens our students’ emotional and multicultural awareness, values and reward success and balances the need for hard work with a sense of enjoyments for school life as a whole
  • Ensuring that all students are provided with appropriate support and challenge as and when they need it
  • Providing opportunities for all pupils to learn and to achieve
  • Equipping students with the essential learning skills of literacy, numeracy and ICT/computing
  • Promoting an enquiring mind and capacity to think rationally

The National Curriculum

In addition to supporting the aims, ethos and values of our school, the Stanchester curriculum meets the statutory requirements of the National Curriculum and the three key aims for all young people; namely that all young people should be:

  • successful learners who enjoy learning, make progress and achieve
  • confident individuals who are able to live safe, healthy and fulfilling lives
  • responsible citizens who make a positive contribution to society

Organisation of the Curriculum at Stanchester Academy

Our taught curriculum is currently delivered through a fortnightly timetable with each day divided into 5 periods of 60 minutes, resulting in a 50 period fortnight. The timing of the day is as follows:

8:20 - 8:25 Movement Bell
8:25 - 8:45 Registration / Guidance Time
8:45 - 9:45 Period 1
9:45 - 10:45 Period 2
10:45 - 11:05 Break
11:00 (Warning Bell)
11:05 - 12:05 Period 3
12:05 - 13:05 Period 4
13:05 - 13:50 Lunch
13:45 (Warning Bell)
13:50 - 14:50 Period 5
14:50 End of the School Day

Development Phase (Years 7 & 8)

Students in Years 7 and 8 follow a broad and balanced curriculum covering a wide range of subjects which are all taught by specialist teachers.

Students are taught Citizenship and PSHE through morning Guidance Time with their tutor and collapsed days with a focus on Health, Careers, National and Global Citizenship/safety and personal development.

During the development phase we aim to prepare students for the extension phase (years 9, 10 & 11) through an emphasis on the skills and knowledge required to extend and develop their knowledge, skills and understanding.

Subject Periods
English 8
Maths 8
Science 7
Computing/ICT 3
Art 2
Drama 2
Geography 3
Modern Foreign Languages 4
History 3
Music 2
PE/Healthy Lifestyles 4
RE (Including Citizenship/British Values) 2
Design Technology 2
Total 50

Extension Phase (Years 9, 10 & 11)

For Years 9, 10 & 11, the aim of the curriculum is to provide breadth, balance, coherence, relevance, differentiation and progression. In order to achieve this, subjects studied fall into core and option subjects. Core subjects taken by all are: English Language and Literature, Mathematics, Citizenship and Science.

There are also PE sessions and PHSE/Life skills sessions in dedicated citizenship days spread throughout the academic year.

Subject Periods
English (inc. English Literature) 10
Mathematics 9
Science (double award) 8
PE (core) 2
Citizenship 1
Option 1 5
Option 2 5
Option 3 5
Option 4 5
Total 50

Options available vary from year to year but can include the following subjects:

History Music Triple Science
Geography Drama Business Studies
French Food Technology Product Design
Art Photography PE (GCSE)

Curriculum Planning and Monitoring

It is the responsibility of Head of Departments to plan and manage the curriculum and assessment for their subject areas. They report back regularly to the Senior Leadership Team (SLT).

SLT take a strategic lead in curriculum structure and design and implement an annual review of curriculum provision.

The Phase leader plays an important role in managing the options guidance process each year. There is a philosophy of ‘dropping’ an existing GCSE course (from the start of year 7), rather than starting one in year 10, so the emphasis is always on one doing ‘ones best’ in every lesson.

Reports on the curriculum are made to the relevant Governors Committee.


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