Curriculum

At De Warenne Academy we firmly believe that all children, irrespective of their starting point, are entitled to a broad and balanced curriculum.  To this end we provide a learning experience which gives every student the opportunity to fulfil their potential and develop the all-important skills and qualities which will serve them well in later life.

We fully support the entitlement that students have to study the group of qualifications, which the government calls the English Baccalaureate (EBacc): a GCSE grade 5 or higher in one English, mathematics, two sciences, one humanities subject (geography or history) and a modern foreign language.

To allow students to spread the examination load in Key Stage 4, and help them achieve a balance in their studies, up to two non-EBacc subjects can be studied and taken at the end of Year 10. This early entry option also helps students prepare for the further examinations that they will take at the end of Year 11 and can often be a real turning point in a student’s education. Our highly flexible Key Stage 4 curriculum allows us to create personalised guided pathways for our students.

Within the curriculum offer there is the opportunity to have additional time for English or mathematics for those who need it. We do this in the full knowledge that further and higher education, as well as many employment opportunities, require students to have attained a good level (GCSE grade 5 or higher) of literacy and numeracy.

Religious Education / SMSC

As part of our commitment to spiritual, moral, social and cultural development (SMSC), students study religious education within the academy’s Life programme. In addition to specific content delivered through the Life programme, students also experience SMSC across other curriculum areas as well as in other aspects of academy life such as tutor time and assemblies. Life lessons also promote students’ personal, social, health and citizenship (PSHCE) development and understanding.

Setting

As part of our commitment to ensuring that every student has the best possible chance of success, we personalise the learning provision for every student in the core subjects of English, maths and science by placing each student in a learning group that is appropriate to their ability. Every student will be stretched, challenged and supported through this personalisation of the curriculum and groupings are regularly reviewed to ensure a ceiling is not placed upon attainment.

Key Stage 3

During Years 7 and 8, students will study a broad and balanced curriculum which includes English, maths and science. Students will also study a range of expressive arts subjects, geography, history, religious education through the Life programme, computer science, technology subjects, a modern foreign language and physical education.

Students will be offered an Options package at the end of Yr 8 and can use their experiences so far, plus their ideas on what they may want to do in the future, to make informed choices on what to study.

Key Stage 4

Students continue to study the core subjects of English, Maths and Science. They will also continue to have core PE lessons. The rest of their timetable is made up of option choices which may be a combination of GCSE, OCR or BTEC qualifications. All of the qualifications students are entered for are recognised by the DFE in the list of approved qualifications for Key Stage Four and can help to secure positive futures. PSHE, including Careers Advice and Guidance, is accessed through drop down days, assemblies and one to one or small group meetings.

Post 16

16-19 Study Programme Requirements

All our Post 16 pathways are designed to provide structure and a challenging personalised learning programme. Every student in Years 12 and 13 will study a combination of academic and/or vocational qualifications that are linked to their future plans.

Students who embark on a study programme who do not yet have a grade 4 or higher (C or higher) in mathematics or English will be required to work towards the achievement of these qualifications as part of their programme.

The pathways that students follow will maximise progression opportunities onto the next stage of their education, employment or apprenticeship.