KS3 Curriculum Structure - Hans Price Academy

KS3 students at Hans Price Academy follow the Cabot Learning Federation shared curriculum which intends to allow students to fulfil the academy’s vision of preparing students to go to university, choose their career and improve the world. The KS3 curriculum has been written by “curriculum curators”; experts in the subject areas across the trust and is based on the following principles.

The curriculum enables children to acquire knowledge and skills, which are secured through application (over time and in different contexts) to develop understanding (change in long term memory) and allows children to seek meaning and achieve personal growth.
Built-up from KS2 to secure a foundation for young people for life (… and KS4). Based on Age Related Expectations and using DOOYA. (Not built down from KS4).
Focused on the progression of content and concepts through the KS3 curriculum that accelerates progress within a progressive and purposeful 3-19 CLF Curriculum.
The curriculum is our opportunity to inspire children to be successful individuals, historians, mathematicians, geographers, musicians, authors, artist, sportspeople, scientists, writers, innovators, dreamers, magicians, mothers, fathers, positive citizens.
On a platform of standardisation the curriculum releases teachers to drive up learning and progress. Standardised Age Related Expectations, curriculum and assessment frees and empowers experts to collaborate, follow the learning and teach.
The curriculum will be curated by subject experts and teams from across the Trust who are empowered to evolve the curriculum that will allow all children to thrive.
The content of the curriculum is progressive and is based on consolidating and revisiting content over time to secure progress over time.
The curriculum seeks depth of study rather than breadth to build understanding and to seek meaning; stretching and challenging children to think.

Subjects

Subjects are delivered in either single (50 minute) or double (100 minute) lessons.

All students at KS3 will experience the following each week:

	Amount of curriculum time (minutes)
Subject	Year 7	Year 8	Year 9
English	250	250	250
Mathematics	250	250	250
Science	200	200	200
Art	50	50	50
Computing	100	100	50
Drama	50	50	50
Geography	50	50	100
History	50	50	100
Music	50	50	50
French or Spanish	100	100	100
PE	150	150	100
Religious Education	50	50	50
SPACE (PSHE)	50	50	50
Technology	100	100	100
Learning Family Time	We value Learning Family Time as an essential part of our taught curriculum. It consists of 25 minutes per day: 1. Assembly every week (SLT/College Leader) 2. Whole group reading texts twice per week 3. Data review of students’ approach to learning (Rewards, Achievements, Attendance, Lateness) 4. College Competitions – Funday Friday Weekly assemblies delivered by College Leaders or SLT are used to develop key themes and celebrate success so that students feel a sense of belonging and understand their role in supporting both the Academy and their College’s ambitions
Extra-Curricular	A range of extra-curricular activities are available during lunch and after school. See the extra-curricular section of our website. The range of opportunities include, but are not limited to: · Sports fixtures · The Arts (Christmas and Summer Shows) · Peripatetic music lessons · Homework support · Eco-week – this is delivered as a co-curricular set of activities both within and outside of usual curriculum times · Science Fair · Chess club · Book club · World Book Day · Sports Day

Age Related Expectations (DOOYA)

Teachers will use a range of evidence to form a judgement on your child’s progress using descriptors for age related expectations.

Judgement	Code	Explanation
Deepening	D	At this stage, child is currently exceeding age-related expectations
On track (Secure)	O1	At this stage, child is securely meeting age-related expectations
On track (Insecure)	O2	At this stage, child is meeting age-related expectations; however more evidence is required.
Yet to be on track	Y	At this stage, child is not yet meeting age-related expectations
At an earlier stage	A	At this stage, child is significantly behind the standard needed to meet age-related expectations.