Curriculum

Curriculum Statement

The curriculum is the most important tool we have to ensure that our students fulfil their aspirations and are prepared for the next steps they take when they leave school. In order to ensure we achieve this, we split our strategy into 3 parts:

• Intent
  • What do we want our curriculum to achieve?
• Implementation
  • How are we going to make sure we achieve it?
• Impact
  • How do we know we’ve accomplished what we set out to achieve?

VIEW OUR CURRICULUM MAP HERE

What are our curriculum intentions?

(What do we want out curriculum to achieve?)

At Darwen Aldridge Community Academy we believe that students are entitled to a curriculum that is engaging and prepares them for the next stage of their lives.

OUR GOAL is that, by the age of 25, all Aldridge graduates will have experienced an outstanding and enjoyable education and be able to sustain the life of their choice. They will be independent, thriving economically and making a real, positive contribution to their communities.

In order to achieve this, our curriculum:

• Sequences learning so that learning takes place in an ordered, efficient and effective way.
• Is compromised of the key pieces of knowledge required to be a successful part of our society. It also provides the opportunity to develop skills and qualities that are vital to this success.
• Develops vocabulary and literacy so that the entire curriculum is accessible and students develop a love of reading and can be competitive (are employable) throughout their lives.
• Provides opportunities to develop cultural capital so that learning is brought to life and has a context. Subject time is balanced.
• Promotes a love of learning so that students develop a thirst for knowledge beyond the classroom.
• Promotes independent learning so that students take responsibility for their learning and are conscientious about their studies.
• Maintains breadth for as long as possible. Students have access to arts, technology and PE at all key stages.
• Has clear pathways from KS3 through KS4 to KS5 that are in line with the 15 industry sectors.
• Ensures that students become resilient and tolerant through a programme of SMSC, PSHE, BV, RSE. This will enable them to understand their place and function in society and understand local, regional, national and global concepts.
• Fulfils the 6 entrepreneurial attributes of the Aldridge Foundation. We are committed to developing these as they underpin students’ development. These are; passion, creativity, teamwork, determination, risk-taking and problem-solving.

Our curriculum is split into 3 phases:

Generalised

Years 7, 8 and 9

The Year 7, 8 and 9 curriculum structure is split into two evenly balanced bands. Each band contains either three forms groups. Students are taught within their mixed ability form groups for Art, Drama, Music, IT/Computing, DT, Food and Music. Students are then taught the remaining subjects in five blocks. In the first block students study Mathematics and Science and are setted according to their mathematical ability. The second block is English, within this block students also have a Forensic reading lesson, and students are setted according to their ability in English. In the third block students study French and Spanish and are setted according to their English ability. The fourth block is PE and the fifth block is History, Geography, PHSE, and RE.

Personalised

Years 10 and 11

Students begin their GCSE courses in Year 10. All students will study English Language and Literature, Mathematics, Science, PHSE and Core PE. Students are then allowed to choose 4 optional subjects.

The four options block are outlined below and are all 5 hours over two week.

Specialised

Sixth Form

Students have 4 option blocks to pick from which lead into various pathways for life after sixth form.  These pathways are taught across DAES and DACA.

Students in sixth form follow the tutor programme in line with the rest of the academy and have enrichment afternoons on a Wednesday Periods 4 & 5.

Structure of the day

We have 5 periods of 60 minutes every day making 50 periods in a two week timetable. There is a form period of 35 minutes at the beginning of every morning which includes a guided reading activity and a floating Personal Development lesson that takes place during a different period every week where students spend the lesson with their form teachers.

Enrichment

At Darwen Academy we believe that learning continues beyond the classroom. We’ve designed a programme of activities that enhances the learning experience and help students gain skills that are not necessarily taught through the curriculum. Staff and students have worked together to produce the DACA100 – 100 experiences that our students will have the chance to participate in during their time with us. This includes a varied programme of clubs, activities and educational visits. All Year 9 students have the opportunity to begin the Duke of Edinburgh Award Scheme.

Subject Areas

BITE Creative Arts Design & Technology English Humanities Mathematics MFL Music  Performing Arts Science Sport

The Equality’s Act 2010 and Disability Regulations 2014 statement are included in the SEND policy for access to curriculum.

For further information regarding our curriculum, please contact the academy directly on: info@daca.uk.com