Academic Curriculum

Academic Curriculum

Maths

Vision/Intent

The Maths curriculum is essential to everyday life and is critical to many subjects like science, technology and engineering. In Maths we will develop logical, reasoning and thinking skills based on the knowledge of each topic they learn. Pupils will use their understanding of the mathematical concepts to develop their problem-solving skills including understanding where errors are made and how to correct these.

We aim to develop:

• critical and logical thinkers
• an awareness of how mathematics is used in all aspects of life
• an ability to use topics taught in a wide variety of problem solving situations

KS3

At KS3 we will build on the curriculum set in KS2. Children will develop their fluency, reasoning and problem-solving. Within the KS3 curriculum there will be challenge and depth of understanding within each topic.

The KS3 curriculum covers:

• Numbers
• Algebra
• Ratio, proportion and rates of change
• Geometry and measures
• Statistics

KS4

The GCSE specification builds on the content, knowledge and skills developed at KS3. During KS4 pupils are encouraged to take an increased responsibility for their work. They will become fluent in making connections between the different areas of Mathematics and its application in the world around them. Pupils will learn the importance of precision and rigour.

GCSE Mathematics

Academic Curriculum

English

Vision/Intent

The English curriculum underpins all other curriculum subjects and includes oral communication and written skills which are vital for the pupils’ future lives. In English, we aim to deliver a programme of study which will inspire and motivate our pupils enabling them to be creative thinkers and independent learners.

We aim to develop:

• an interest in language and literature
• an awareness of cultural and historical context
• an ability to communicate effectively and can express their opinions, which will be valued
• creativity and excellence

Each year group will study a diverse range of text and skills and will understand the context both historically and culturally. We will offer a variety of text and subjects which will inspire and motivate the pupils.

KS3

KS3 builds on the foundations set at KS2. We offer a wide range of ambitious texts for the children to study. We encourage a love of reading and offer time for the pupils to explore the library and find genres which will inspire them. Pupils will begin to develop their opinions and how to explore, debate and write about these in a clear way using ambitious vocabulary. Teachers will assess the pupils and will give regular feedback which will focus on strengths and areas of development. Pupils will be reflect on their feedback and respond through redrafting.

The curriculum in KS3 will cover the following areas:

• Poetry
• History of language
• Transactional writing
• Shakespeare
• Dystopia
• The media
• 19th century novels - childhood theme
• Gothic novels

KS4

The KS4 English curriculum builds on KS3 and will develop pupils’ analysis of text including poetry, written essays through GCSE exam style questions, transactional writing using the correct style and features, key skills and exam techniques. Pupils will follow the AQA GCSE syllabus for both English literature and English language.

GCSE Language

GCSE Literature

Academic Curriculum

Science

Vision/Intent

The Science curriculum ensures that children develop a curiosity and love of the world around them through offering a range of practical and theoretical learning. Pupils will understand the scientific problems facing the modern world and learn how to develop their scientific enquiries through their own and taught knowledge.

We aim to:

• excite and inspire pupil through practical lessons
• develop and understand a range of knowledge through the topics of biology, chemistry and physics
• ensure pupils have the scientific knowledge to use in the world today and the future

KS3

At KS3 we ensure that we build on the scientific knowledge and concepts taught in KS2. We develop the pupils’ understanding of how to work scientifically in the following areas:

KS4

In KS4 we follow the AQA combined science: trilogy. There are six written papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas covered throughout KS4. Each written paper is 1hr 15mins. The pupils’ final Double award (eg 9-9, 9-8). is based on the total across all six papers.

Academic Curriculum

Art

Vision/Intent

The Art & Design curriculum blends academic and practical learning to give students the chance to expand their visual literacy and extend their understanding of the world around them. The curriculum is broad and students explore the subject through a wide range of techniques, materials, concepts and contexts.

KS3

The focus at KS3 is on building upon students’ skills, knowledge and understanding of arts and crafts. The curriculum covers a range of topics that are designed to provide students with confidence in a range of skills including (but not limited to):

• drawing (in a range of materials)
• sculpting three-dimensionally
• taking photographs
• print-making
• designing
• reading, writing and talking analytically about artists and their work
• generating original ideas inspired by research and experimentation

By the end of KS3, students will have a good understanding of the type of art they most enjoy making and the skills they would like to acquire or progress at GCSE.

KS4

The GCSE curriculum for Art & Design (which includes Fine Art and Photography as both combined and separate qualifications) is broad and allows students to learn about their personal interests. In Year 10, the aim is to explore and experiment with numerous materials, ideas and concepts in order to give students the confidence to know what works best for them. Year 11 provides the opportunity for students to ‘play to their strengths’and the assessment of the course (by the examination board WJEC Eduqas) asks them to:

• actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
• develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products
• become confident in taking risks and learn from experience when exploring and experimenting with ideas, processes, media, materials and techniques
• develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills
• develop and refine ideas and proposals, personal outcomes or solutions with increasing independence
• acquire and develop technical skills through working with a broad range of media, materials, techniques, processes and technologies with purpose and intent
• develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies and cultures
• develop an awareness of the different roles and individual work practices evident in the production of art, craft and design in the creative and cultural industries

The GCSE qualification is divided into two main components; a coursework project is worth 60% of their grade and an examination project is worth the remaining 40%. Both projects are completed over a number of months and are assessed by an examiner in their entirety. The main difference between the two is that the coursework project is self-initiated and the examination project must be inspired by the students’ choice from a range of starting-points given by the examination board. This second project ends in a timed piece of work completed in 10 hours (across several days).

Academic Curriculum

Drama

Vision/Intent

We aim to provide an education in this genre of the Performing arts that gives all of our students a tool kit with which to explore the many dimensions of the subject throughout their time at MEPA Academy and beyond as development as an actor is life long pursuit. Within this area of study we also prepare students for LAMDA and GCSE exams.

We aim to develop:

• an interest in the subject
• an awareness of cultural and historical context
• an ability to communicate effectively and can express their opinions, which will be valued
• creativity and excellence

KS3

At KS3, students will study a range of work and practioners to build and develop core acting skills such as characterisation, devising and understanding of content and context.

The curriculum in KS3 will cover the following areas:

• Confidence
• Communication
• World theatre
• Characterisation
• Use of voice
• Movement and gesture
• Stanislavski
• Storytelling
• LAMDA syllabus

Academic Curriculum

History

Vision/Intent

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

We aim to develop:

• an interest in the subject
• an awareness of cultural and historical context
• creativity and excellence
• a safe platform for all students to explore and develop their skills
• know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

KS3

At Key Stage 3, History is delivered through Humanities. Pupils should extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning. Pupils should identify significant events, make connections, draw contrasts and analyse trends within periods and over long arcs of time. They should use historical terms and concepts in increasingly sophisticated ways.

They should pursue historically valid enquiries including some they have framed themselves and create relevant, structured and evidentially supported accounts in response. They should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed. In planning to ensure the progression described above through teaching the British, local and world history.

Academic Curriculum

Music

Vision/Intent

Music is one of the most expressive and creative subjects available on the National Curriculum. At MEPA Academy we want to allow pupils as many opportunities as possible to be creative and engage with music. We feel there is great value to be gained from combining creativity with emotion that enables personal expression, reflection and development. Pupils will be encouraged to set up and run groups themselves, allowing personal musical interests to be developed. Our vision for music learning at MEPA is that our students will:

• Develop an ability to appreciate and listen to a wide variety of music
• Have opportunities to explore and express ideas and feelings about music in a variety of contexts
• Explore a range of musical elements, such as pitch, tempo and dynamics
• Create and develop musical ideas using both voices and instruments
• Develop a sense of togetherness through composing, rehearsing and performing with others and to an audience

KS3

By the end of KS3 we aim for our students to:

• Be able to perform/compose short pieces that demonstrate an understanding of the musical elements and structures as soloists or in small groups
• Be able to listen to music and describe how the elements and structures are used using basic musical terms
• Be able to read treble clef notation
• Be able to identify different instruments aurally and the families that they belong to
• Be able to identify if a piece is in a major or minor key

KS4

By the end of KS4 we aim for our students to:

• Be able to perform as a soloist and as part of an ensemble
• Be able to describe how the elements and structures of music are used within given pieces using high level musical terms
• Be able to read treble clef notation, alongside notation that may be specific to their instrument
• Be able to demonstrate a wider contextual understanding through the comparison of unfamiliar pieces of music
• Be able to compose pieces that demonstrate an understanding of structure, instrumentation, use of musical elements and intention
• Be able to identify keys, chords and cadence

The GCSE music course is made up of three components:

Academic Curriculum

Geography

Vision/Intent

At MEPA Academy we aim to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

We aim to develop our students to:

• Have an interest in the subject
• Work with creativity and excellence
• Have a safe platform for all students to explore and develop their skills
• Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
• Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
• Be competent in the geographical skills needed to collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
• Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
• Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

KS3

At Key Stage 3, Geography is delivered through Humanities. Pupils should consolidate and extend their knowledge of the world’s major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time.

In doing so, they should become aware of increasingly complex geographical systems in the world around them. They should develop greater competence in using geographical knowledge, approaches and concepts [such as models and theories] and geographical skills in analysing and interpreting different data sources.

Academic Curriculum

PSHE

Vision/Intent

‘PSHE’ is an acronym for Personal, Social, Health and Economic education and the curriculum is designed to support students in growing the knowledge, skills and attributes they need on their challenging journey to adulthood.

The topics covered encourage students to understand their roles and responsibilities as an individual as well as members of their families, school communities and wider society. As the PSHE Association states,

A growing body of research shows that pupils who are emotionally healthy do better at school. PSHE education helps children and young people to achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships. PSHE education also helps pupils to develop skills and aptitudes — like teamwork, communication, and resilience — that are crucial to navigating the challenges and opportunities of the modern world, and are increasingly valued by employers.

Whilst most aspects of the PSHE curriculum are statutory, meaning they must be taught in schools, parents have the right to withdraw their child from some specific elements of the new framework for RSE (Relationships and Sex Education) which is taught within PSHE lessons. Further information on this will be provided to parents and can be found in the school’s RSE policy.

KS3

Topics covered at KS3 include:

• Team working
• Careers and employability skills
• Diversity and discrimination
• Puberty
• Drugs and alcohol
• Peer influence (including gang exploitation)
• Emotional wellbeing
• Identity and relationships
• Financial decision making
• Being safe online

KS4

Many of the topics covered at KS3 are revisited with some additional topics including:

• Extremism and radicalisation
• Mental health and ill health
• Healthy relationships
• Building for the future

MEPA Academy is aware that children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.

MEPA Academy’s RSE policy will provide clear progression from what is taught in primary in RSE (Appendix 1). We will build on the foundation of Relationships Education and, as students grow up, at the appropriate time extend teaching to include intimate relationships. Alongside being taught intimate relationships, students will also be taught about family relationships, friendships and other kinds of relationships that are an equally important part of becoming a successful and happy adult.

Academic Curriculum

Languages

Vision/Intent

A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. We aim that our delivery should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.

It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

We aim to develop:

• An interest in the subject
• An awareness of cultural and historical context
• Creativity and excellence
• A safe platform for all students to explore and develop their skills
• Understanding and responding to spoken and written language from a variety of authentic sources
• Confidence in speaking with fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
• Writing at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
• Discovering and developing an appreciation of a range of writing in the language studied

KS3

Modern foreign languages will build on the foundations of language learning laid at Key Stage 2, whether pupils continue with the same language or take up a new one. Teaching will focus on developing the breadth and depth of pupils’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary.

It will enable pupils to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. It will provide suitable preparation for further study.

KS4

At KS4 Students will study the AQA GCSE Spanish specification as outlined below.

Academic Curriculum

Dance

Vision/Intent

Dance is a key genre within the Performing Arts. The ability to move with understanding and control transcends the genre of Dance and can add to performance and understanding throughout the other areas of the Arts. We aim to provide a broad education in Dance that gives all of our students a tool kit with which to explore the many dimensions of the subject throughout their time at MEPA Academy and beyond.

We aim to develop:

• an interest in the subject
• an awareness of cultural and historical context
• creativity and excellence
• a safe platform for all students to explore and develop their skills in all styles of Dance

KS3

At KS3, students will study a range of dance styles and practitioners to build and develop core skills and understanding across our vocational curriculum and as preparation for GCSE Dance for those that wish to take this option at Key Stage 4.

Academic Curriculum

BTEC Performing Arts

With a BTEC in Performing Arts, students will gain valuable hands-on experience which can take them straight into their next chosen pathway. For students with their sights set on a career in the performance industry, a BTEC in Performing Arts is a great choice. The practice-based courses aim to provide students with the relevant skills and knowledge that employers value, as well as the confidence to progress into a fulfilling, exciting career in a creative industry.

The Performing Arts BTEC courses will introduce you to a broad range of styles and approaches to many aspects of performing, it will enrich your ability to develop and realise roles from published material, devised performance material and help you to create your career plan.

What will you study?

• Exploring performance styles
• Creating performance material
• Performing for an audience

What next?

Many of students progress to study at conservatoires and drama schools. For instance, Trinity Laban, LIPA, Mountview or Guildford School of Music and Drama. Others study Performing Arts related degree courses or degrees combining Performing Arts with another subject.

Academic Curriculum

BTEC Physical Education

The BTEC Sport course has been designed to provide an engaging, broad and stimulating introduction to the world of sport and fitness.

Students will study the BTEC Level 2 First Award in Sport which is equivalent to a GCSE but has the benefit of a larger coursework and practical content.

Topics and themes explored include:

• Gain personal development of knowledge and skills relevant to the sport and fitness world and working life
• Develop a wider understanding and appreciation of the broad range of sport specialisms
• Become fitter by following their own personalised fitness plan
• Develop communication, planning and team working skills
• Improve their ability to lead sporting activities